Teaching Philosophy

As Robert Heinlein (1977) famously put it, "When one teaches, two learn." (p. 335).

Heinlein’s understanding of the power that teaching possesses to not only develop and educate

students, but teachers as well has been a pillar of my teaching philosophy for many years. With

an extensive background in sports both as a team captain and as a coach, my approach to the

classroom is one that situates the teacher in a leadership role rather than an authoritative role. As

a leader of the team or classroom, the teacher aids in developing their teammates’ or students’

abilities to accomplish the desired outcomes, while simultaneously improving their own abilities

to lead and teach. To achieve effective teaching using this approach, communication is of

paramount importance. As a lifelong learner of language, literacy, and communicational skills

with a passion for English Language Arts, I intend to provide clear and concise instructions to

students with easily accessible variations built in to accommodate the learning needs of all

students.

To effectively meet and exceed the learning needs of my students, I must strive to build

deep-rooted relationships with my pupils, peers, and extended communities. These robust

relationships originate from a place of devout caring for others that is shared among teaching

professionals. The teaching professionals’ commonly shared propensity to care deeply for others

is later customized to adhere to the legal and social framework that accompany the teaching

profession. Education professionals treat their peers, students, and entire community with dignity

and respect and by doing so, they act as leaders in their communities that display positive

examples for others. As a leader in the classroom, taking an interest in students’ lives and

forming robust relationships with students and their families is necessary to begin dialogue with

the class and create fair and consistent expectations.

 Through gaining a healthy understanding of students’ circles of interest and influence,

and introducing them to my own interests, an even playing field is created where students gain

confidence and trust in their leader. When trust and confidence between students and teachers is

achieved, teachers can begin providing opportunities for students to make decisions that matter

and increase their autonomy. To incorporate these points, an optimistic tone is key to bring

excitement and student engagement to the classroom. Forming these relationships is just one of a

multitude of roles that teachers play in the learning environment. Teachers must also engage in

career-long professional learning and ongoing critical reflection to understand where

improvements are necessary and how to enact those improvements to better serve the student

body and community.

Becoming a community and classroom leader means treating all persons with respect and

without prejudice. In order to foster strong relationships between students’ and their families,

teachers must be trustworthy, reliable, and approachable. As an educator, one must set clear and

attainable goals as well as motivations behind those goals to encourage their pupils and peers

towards improving themselves and their communities. If conflict does arise during this

relationship building process, teachers must remain composed and utilize the proper channels

and resources to resolve issues between employers, peers, pupils, and others. In doing so,

teaching professionals learn to turn what could be considered negative moments into teachable

moments.

As a learner, I believe that ongoing, project-based learning models work well to keep

students wholly engaged and interested in the subject matter for entire terms. I look forward to

designing and implementing these models of learning when I begin educating others. These

models of learning promote a certain type of energy and excitement that transform a classroom
from a place of education to a place of “edutainment,” a collaboration between education and

entertainment. The greatest educators that influenced my learning always had a clearly organized

pathway to knowledge that was adjusted within the limits of the classroom to accommodate all

learners. As someone whose knowledge is based in reason and logical analysis, my approach

towards teaching must be balanced with empathy and the ability view the learning process

through the eyes of the students. Through understanding and reflecting on how I learned best

while emulating the successes of the great teachers that I have worked with, I can create a

learning environment that excites and engages students while still meeting the desired outcomes

in a timely and organized manner.

 References

Robert A, Asano T. (1977). Resistance of germfree rats to indomethacin-induced intestinal

lesions. Prostaglandins, 14(2), 333-341.