Katherine Hoggard

EDUC 7520.01

9/15/22

Teaching Philosophy

My experience as a student has everything to do with what type of approach I take to my

teaching philosophy. I struggled through elementary school to learn how to read and do math. I

was diagnosed with dyslexia and put on an IEP. I recall many nights crying because I couldn’t

comprehend subtraction or multiplication. This shaped who I am. I want to be equipped with the

skills I need to manipulate the curriculum, so it is individualized and struggling students can

catch up to ones who are on track. Due to my past, focusing on struggling students is the most

important part of being a teacher for me. I will give those students the attention and tools they

need to create equity inside my classroom.

Often, I find myself applying the Universal Design for Learning to my teaching when

trying to include all children. “UDL helps meet the challenge of diversity by suggesting flexible

instructional materials, techniques, and strategies that empower educators to meet these varied

needs.” (Rose, 2010.) It encourages teachers to present multiple modes of representation,

engagement and expression. For example, if I were to teach a student about fractions, I would

show them Cuisenaire rods, let them explore the rods, talk about them. We might even try

writing a math equation down on paper. This strategy gives students the opportunity to engage

physically, auditorily, and in written language. This way we touch on everyone’s strengths at

least once, which ideally levels the playing field for all learners to achieve their full potential.

Being a psychology major in undergraduate school I am always pondering how it weaves

into my teaching philosophy. I find myself resonating with Vygotsky’s theories on

constructivism. He believed that learning was not a passive exchange of knowledge, it is through

experience we learn new things. We reconstruct our own ideas by connecting it to prior

knowledge. His ideas about the zone of proximal development and collaboration with others are

insightful. I plan to teach lessons that include student discussion to problem solve things they

could not do on their own in order to include Vygotsky’s ideas. I too believe individual

experience and personal connection building is how knowledge is acquired.

The final piece of my teaching philosophy also relates to my elementary school

experience. It is the importance of teaching the whole student. As I struggled, the teachers

around me struggled as well. They had pressure to raise my grades and get my reading level on

track and I felt that stress. It made it very hard to learn anything, I believe I became more of a

number than a human. I want to make sure this doesn’t happen to anyone else in my class. I will

always make sure they are comfortable and stress free. Making time to get to know them and

build relationships. I want to utilize the take ten method, in which you sit down with each student

for ten minutes in the beginning of the year and talk about things they like. In this way I can

create curriculum based on their interests. If they like baseball, I will do math equations that

involve baseballs, making work fun and engaging. I will develop more than just math skills, I

want to create critical thinking humans whom I care about.

Care, collaboration and inclusion are all at the forefront of my teaching philosophy

because of my experience as a young student. I understand that being a teacher can be

unpredictable and difficult, especially with younger learners. I will do my best to stay true to my

philosophy and make math equitable, positive and efficient.