Running Head: Philosophy of Teaching Kennedy 1

Philosophy of Teaching

Andrea Kennedy

Regent University

UED 496
Running Head: Philosophy of Teaching Kennedy 2

1. Philosophy of Classroom Management

As I look into the future with my career as a teacher in mind, I know that my foremost

goal is to be the best, most effective teacher I can be and constantly seek opportunities to

continue learning and growing in my teaching abilities. The foundation of well put together

classroom and an effective transition from instruction to student work is the development of a

classroom management plan that is created for the specific students and teacher utilizing it. It

encompasses the consequences of deviation from rules and behavioral expectations, the rewards

for adhering them, consistent implementation, transparency when outlining expectations and

rules, allowing for student agency and giving them a role in drafting classroom rules, as well as

working out a daily routine that is reasonable, productive, and effective for both students and the

teacher. Classroom management should be the work that helps the class and teacher reach their

goals. Classroom Management wouldn’t be effective if it didn’t encourage and reward student

participation and investment, as well as establish a positive environment that is conducive to

learning and discovery of new information.

2. Assumptions About Student Learning

The assumptions and beliefs I had about how young children learn shifted a little as I

worked with different kinds of students over the course of the teaching program. While the

cultural, ethnic, and personal backgrounds of students play a large role in how students approach

learning, whether it is at home or in the classroom, it has become apparently clear that students

need the space to explore, move, sense, and experience learning. Children have a natural

curiosity and a drive that pushes them to seek and understand that which they do not already

know and if they are given the right encouragement and guidance, they will indulge that curiosity

and find the knowledge. Teaching can’t be entirely hands on or hands off because students need
Running Head: Philosophy of Teaching Kennedy 3

a jumping off point and guidance to get them started. My goal as a teacher is to guide my

students through the beginnings of instruction and activity but also allow them the space to seek

after knowledge independently, before bringing them back together for them to share what they

found with everyone else so that everyone has the chance to really expand upon their own

knowledge with fresh perspectives.

3. Teaching Philosophies/ Theories

In relation to the teaching philosophies that were introduced and explained throughout the

education courses taken, two have continued to resonate with me as I teach: Constructivism and

Progressivism. Considering the Constructivism philosophy, each student’s learning and mindset

towards knowledge acquisition is going to vary based on their worldview and the previously

mentioned background diversity, so each student must decide for themselves what approach will

work best for them. I know that the learning styles that work for me may not work for some of

my students and it is my job to present them with the available tips and learning strategies to

increase their chances of retaining the information better. I want my students to use their unique

life experiences and perspectives to build their learning worldview in much the same way as I

have used my White-Mexican heritage and faith walk with God as a building block for my own.

Every time I teach lessons, regardless of what subject it is, I emphasize that knowledge and

learning is like building a skyscraper: you need a strong foundation to even begin and you need

to build from the ground up; start simple and work your way up to more challenging and

complex topics. I give them all the same foundational materials and they each build up from that.

The second philosophy that guides my teaching is Progressivism. Children are naturally

curious beings and have an inherent need to make sense of the things they do not understand

through exploration and investigation (Lynch, 2016). As I have worked at a gifted school where
Running Head: Philosophy of Teaching Kennedy 4

the expectation is for students to independently explore the available learning resources available

to them and to build their own bank of knowledge, the way I teach has had to change. I have had

to step away from the instinct to ask the guiding questions and then tell my students what they

need to know and instead give them the opportunities to think deeply, actively use their prior

knowledge, and use prompts and questions to guide them through explorative instruction. I

firmly believe that indulging in that natural curiosity will allow students to retain and apply the

knowledge they acquire more effectively because the students can see where their learning is

going to be used in the real world and it makes the process of learning more meaningful and

personal than simply instructing and giving out worksheets.

4. How My Teaching Philosophy Has Changed

As a future teacher who has begun my student teaching during a pandemic, the way I

approached teaching had to shift and change with the changes that were and are happening in the

school systems. Certain classroom management techniques simply don’t translate to virtual

teaching and learning so I made a point to adjust my perspective and adaptability with that in

mind. I draw my own teaching philosophy from Constructivism and Progressivism theories

which are focused around the concept of a social learning environment (Duke, Harper, and

Johnson, 2013). While I still draw from that in my approach to teaching, the implementation and

incorporation of them look different now that students cannot meet together in person. “Think,

Pair, Shares” and small groups have become breakout rooms on Zoom or Google Meet and

students can still work together to build their knowledge. The collaborative aspect of learning

has taken a backseat for the time being because students aren’t allowed to move from their seats,

talk to each other more than is necessary, and being in close proximity isn’t allowed. But it is
Running Head: Philosophy of Teaching Kennedy 5

still very important and necessary for students’ socio-emotional growth as well as the

development of collaboration and cooperation skills.

Resources:

Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The

International HETL Review. Special Issue 2013 (pp. 4-13)

Lynch, M. (2016, November 3). Philosophies of Education: 3 Types of Student-Centered

Philosophies. Retrieved from https://www.theedadvocate.org/philosophies-education-3-

types-student-centered-philosophies/