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Philosophy of Teaching

Belief Statements:

Motivation Philosophy:

A humanist believes the desire to learn is intrinsic to humanity. The desire to learn, also known as growth needs, is dependant on several even more basic needs that Maslow identified as deficiency needs. Deficiency needs include the need to be cared for, to feel safe, to feel a sense of belonging, needs of esteem and physiological needs. Therefore a person’s growth needs of understanding, aesthetics, and self actualization occur when the person’s needs to feel safe, healthy, and valued have been met.

Therefore, through conversations, class discussion, and dialog journaling I will seek to understand my students, who they are and where they come from. I will communicate often and early with parents and guardians. I will learn about the students’ families and invite their experiences into the classroom. In these ways I may have a better grasp of what my students’ specific needs may be. I will build a classroom community that fosters mutual respect. By modeling listening, requiring listening from students’ peers, and requiring that all comments be appropriate and spirited to the progression of learning and knowledge, students will feel respected and know how to respect others. By offering positive and constructive criticism, praising in public, criticizing in private, making clear expectations, and by giving the classroom structure and expectancy, the students will feel safe in the classroom. My students will be known by name. Their comments and work will be acknowledged and valued. Therefore, my students will belong to the class. They will hear and feel my support as I work through the content with them, offering suggestions, giving instruction, and modeling behavior.

Moreover, students will be asked to acknowledge themselves as capable learners. Through my words, feedback, and evaluation they will know my confidence in their abilities. Students will be part of their own evaluation. Students will learn for understanding and will be evaluated using a careful selection of performance and standard methods. They will be given the opportunity to work for mastery and will receive the coaching needed to get there. They will be given the tools to unpack and understand their world.

Furthermore, the understanding that students have varying needs and therefore have different motivators drives the social learning theory. The social learning theory of motivation explains why some students will be motivated by candy while others can be motivated simply by grades. The social learning theory also helps us understand that students are more likely to be engaged by a subject that has relevance to them. If the teacher can convince the student that the content is valuable and will be useful in the future, the student will more likely participate and benefit from the lessons.

Consequently, I will seek to learn about my students, their interests, their backgrounds, and what motivates them. My students will come from places where they are: loved, neglected, fed, hungry, wealthy, poor, healthy, ill, happy, sad, a burden, and valued. My students will come from diverse family and social structures. I will use my knowledge of the individual student to best fill his or her needs and to best determine what will motivate. Teaching and learning will therefore not be lost.