Teaching Philosophy Deema Kahwash

As a teacher, I value the voice of the student before my own. I believe

students communicate what they want to learn, how they learn, and how they

need the material to be presented, and it is the teacher’s job to guide each

student’s natural curiosity so that it is used in a productive manner. I value

the role of collaboration within the classroom, and creating a culture in which

each student values each peer’s intelligence and contribution to the classroom.

I believe each child has necessary qualities that allow the classroom to function

in its best possible way. I believe in inquiry-based hands-on learning, field

trips, and that learning should be unburdened by grades, homework, lectures,

busy work, and tests.

To achieve these values and beliefs, I will emphasize the importance each

child has in their own learning, reminding them to reflect on themselves, and

encourage them to participate in their own unique way so that they enjoy the

learning process. I will integrate student input into curriculum decisions,

creating choice as much as possible in the classroom. Classroom management

will come from a place of respect of everyone in our learning environment. I

value coming to agreements on classroom rules with students and explaining

to students why certain rules are necessary instead of demanding they follow

imposed protocols. By asking for their input continuously when making

decisions that affect our classroom and taking their comments seriously, I will

show them their voice has value.

The emphasis on respect for everyone in our classroom will affect how we

communicate with each other and will help students avoid bullying, which I
 Teaching Philosophy Deema Kahwash

will not tolerate. Each student needs to know they are treasured, and

important to not only their learning, but everyone’s in the class. I will nurture

our learning community by encouraging students to ask questions, help each

other, and engage in productive struggle. These practices show students that

we are all supporting each other’s growth in mathematics.

We will take field trips as much as possible to make real-world

connections, and expose ourselves to different ways of life. Seeing how math

works in the real world through field trips and continuously incorporating a

real-world context throughout lessons helps students find a purpose in the

work we do in the classroom. Our class will not only focus on western

mathematicians highlighted in the titles of the concepts we learn, but also the

unsung mathematicians of other backgrounds.

I have learned throughout my teaching that, while students need to

practice math to be successful, assigning this practice through homework

creates an unfair situation for students who do not have support outside the

classroom. Additionally, students are children and should have the time after

school to pursue extra-curricular activities. That is why I believe it is best to

assign all work during class.

I will measure my effectiveness in achieving those values and beliefs by

doing written evaluations based on material gathered by observing each

student’s work, and through discussions with each student. I will also ask the

students to evaluate themselves by giving them opportunities to show me what

they know, and tell me what they would like to work on. Grades and testing as
 Teaching Philosophy Deema Kahwash

evaluations limit learning by shifting the focus to an external reward and

restricting what learning is measured from students.

I draw from Maria Montessori, the New Albany Free School, Dr. Bazna’s

theory of learning at Pono, and social learning theory in my teaching.