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Before anything, students first have to know that you care about them. I will create a safe space
for students by establishing rules and procedures as a class. I taught in a Malawian school where
students did not understand the concept of rules in the classroom. Teachers spent most of their
teaching time waiting for students to sit, listen, and grab their materials. I believe that from the
beginning, teachers must be firm and consistent in reinforcing classroom rules and procedures. I
introduced a few simple rules and once they finally learned that they were not to kick, spit on,
and yell at each other in the classroom, it was incredible what students accomplished.
In a safe classroom, all students participate without fear of ridicule and feel that they are valued
as individuals. I will involve my students in decision making, whether it be content or instruction
related, as often as it is beneficial. All students learn differently, and I believe that a teacher must
account for all learning styles and intelligences. Visual learners might suggest an activity with
drawings and diagrams, interpersonal learners might suggest group discussions and projects, and
kinesthetic learners might suggest using manipulatives. Some content might peak students
interest more than others and I want to encourage their enthusiasm by being flexible. I also
believe that by encouraging students to put fourth their opinions, questions, and ideas, I am
fostering what will become critical thinking skills.
I believe that the best way for students to learn is having them discover the knowledge for
themselves. Kay Toliver exemplifies this exceptionally in her classroom. Her students learn
completely from conversation and prompting questions. She builds upon the knowledge that
students already have. Young students often know more than we give them credit for, and I
believe that it is my responsibility to give the opportunity to practice this knowledge. It is by this
that students will feel empowered by and responsible for their own learning.
My students in Malawi came to class each day without the expectation or desire to learn. The
teachers before me stood at the front of the class, expecting students to copy what the teacher
wrote and echo what the teacher said. I quickly realized that the students hadnt understood
anything they had written or repeated. They could write the word cat but did not know how to
identify these letters, nor what a cat was. I made the curriculum relevant to them. My students
had never seen a cat before, so I taught spelling with words that they understood: Cow, sugar,
soda, cup, jump, sun. I believe that students will be more motivated to learn when they believe it
is something purposeful and meaningful.
As a teacher, I believe that it is my responsibility to help each child meet their potential. I will do
this by working alongside them, guiding them to the knowledge that they will discover for
themselves. I will tend to students different needs, intelligences, and learning styles because I
believe that all students are capable, but to reach their capabilities, someone must care for,
encourage, and support them.