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My Teaching Philosophy / Platform Statement

Carol Haro

Department of Education, University of Nevada Las Vegas

CIG 697: Culminating Experience

Dr. April Douglass

April 1st, 2023

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My Teaching Philosophy / Platform Statement

As a new teacher in a post-pandemic, “back to normal” public education system, I never

stopped to think about what my educational philosophy was. I remember being asked about my

“why” in education, but never my “how”. That is, if my motivation is the “why” of education,

my philosophy feels like the “how”. This in a way mirrors the relationship between curriculum,

the “what”, and instruction, the “how”.

Throughout my first year in the classroom, instruction and teaching had been based

almost entirely on: surviving, not scarring my students, something that is very much a fear of

mine, and the hope that my students were learning something, anything, from the curriculum I

was doing my best to follow without question. One thing I started and continue to do is make

attempts to include as much cultural representation in my teaching as possible. This has become

something I dedicate the most time to in the mornings during breakfast, read-alouds, and during

the reading block. If a story touches on culture, race, ethnicity, or anything in that wheelhouse, I

find it important to use those stories as an opportunity to highlight those experiences, cultures,

etc., anything that might be new to or might resonate with my students. I take whatever

opportunities I can find or create to ground the standards I teach in something more real-world

than just another story. I had not realized it in my first year but I know now that this practice was

coming from my theoretical alignment with Culturally Responsive Teaching (CRT).

In accordance with Geneva Gay (2002), “culturally responsive teaching is defined as

using the cultural characteristics, experiences, and perspectives of ethnically diverse students as

conduits for teaching them more effectively” (p. 106). In my attempts to ensure that my students

felt seen and represented in their learning I inadvertently was enacting upon one of the essential

elements of culturally responsive teaching, that is, to design culturally relevant curricula (Gay,
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2002). In learning this it not only affirms the practices I was already engaging in but it also

encourages me as an educator to grow in my abilities as a culturally responsive teacher.

Along with culturally responsive teaching I find my current practice and philosophical

standing point to align with John Dewey’s progressivist theory of education as well as Theodore

Brameld’s social reconstructionism. Through my own practice and beliefs there are

characteristics between these theories that align with each other in the way an acrostic poem

aligns to show a word. Through the lens of reconstructionism societal growth is possible through

education (Perez, 2022). In accordance with progressivist beliefs, the foundations of knowledge

come from experience (Radu, 2011). Through culturally responsive teaching students are able to

learn not only about themselves and their experience but also about the world around them and

the injustices and inequalities that exist. Because progressivism and reconstructionism builds

critical thinking and problem solving skills as part of the foundation for learning, learners can

use these skills to create their understanding of society and come to their own conclusions about

the society they are living in and identify what they see as problems within their society. In my

theoretical combination of Dewey’s (2008) progressivism with ideas from reconstructionism, I

also feel that the best ways to equip students for societal growth, preparing students to be agents

of change in their society, is through the recognition of their humanity throughout the course of

their educational career.

There is value in the individual needs, learning styles, and interests of students, through

this inherent value of the innate humanity and complexities of individual learners I see alignment

with Gardner’s multiple intelligences theory (1983) that also calls back to reconstructionism, as

well. In the words of Gordon et al (2019), educators must “think about how the needs of the

student cannot be completely divorced from those of society, or vice versa” (p.139). This call to
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action reminded me of reconstructivist teaching philosophy in the way it highlights the

interconnectedness between students, society, and mutual dependance. In the same vein this

connection of need can also be applied to 21st century classroom practices that already meld the

ever changing needs of society and with those of 21st century learners. I believe teachers play a

critical role in paying attention to and adapting to the needs of the community, school, and

individual wants and interests within their own classroom through their practices and school

leadership.

Together, these philosophies in the classroom can be developed through different

experiences where learners are supported in building their understanding of society while

enabling them to explore and forge their own path as change makers. I hope that through this

framework of education my students will feel empowered to make mistakes and seek

information. This philosophical perspective comes from the experiences I had as a student. My

education was mostly rote memorization where I could disconnect very easily from what I was

learning and still look like a “good” student. Because I could cram facts into short term memory

it appeared that I was learning a lot. What's important is remembering that how I was taught is no

longer a relevant way of teaching. I have to be flexible, adaptable, and attuned to what my

students need. I want to create experiences for students that will build lasting connections and

build curiosity so that they, the students, can continue to seek knowledge and pursue their

passions.

I feel that my teaching philosophy is clear through the structures and practices put in

place in my classroom. I have students sitting in collaborative learning groups and each group is

set with a student representing each “level”. What this means is that each group has a high-level

student, a medium-high student, a medium low student, and a low student all decided based on
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their academic performance in reading. My reasoning for this is that reading is necessary to

access and understand all other content so there is always support readily available within their

table group in the case that my co-teacher and I are not readily accessible. I try to practice

inquiry-based learning as much as possible to push my students to be critical thinkers that form

their own ideas. Through the use of intentional questioning in combination with stopping to

discuss readings I hope to appropriately scaffold literacy instruction for all students.

I find that graphic organizers align well with my teaching philosophy because they are so

adaptable for literacy instruction. The use of graphic organizers scaffolds reading well because it

allows students to see and build their train of thought right in front of them. I like to combine

graphic organizers with explicitly taught text annotation. I encourage students to mark up their

text because it allows students to actively engage with the content they are reading and builds

their comprehension. Graphic organizers are great for previewing text with organizers like

K-W-L charts students can extend the time they engage with text giving them more opportunities

to engage with and pull information from a text.

I use small group instruction to target gaps that students may have in learning the

standards we are covering or in foundational literacy knowledge. This sometimes looks like

practicing fluency, vocabulary, a focused comprehension strategy, or building stamina. In whole

group instruction I like to incorporate videos, kinesthetic activities where students are up and

moving, such as the kagan activity “Quiz, Quiz, Trade”. I like to give students the opportunity to

talk to each other and even “present” information to each other informally as well as integrating

drama where students act out concepts for each other.

As I approach the end of my second year I hope that I can continue to grow in my

abilities to foster a safe, welcoming, community based, culturally responsive practice that is first
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and foremost always informed by the needs of my students. Knowing that I will once again be

co-teaching 3rd grade inclusion class pushes me to continue to seek ways to improve. I hope to

learn more designing a classroom that is truly universally designed. A space that has every and

all learning style in mind, a space that celebrates mistakes and the value in them, a space where

learning doesn’t have to look any one way. As I look to the future, I know two things, first that

change is the only constant and second, my students will teach me as much, if not more, than I

will teach them.

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References

Dewey, J., Boydston, J. A., & Cahn, S. M. (2008). The Later Works of John Dewey, Volume 13,

1925 - 1953: 1938-1939, Experience and Education, Freedom and Culture, Theory of

Valuation, and Essays (1st ed., Vol. 13). Southern Illinois University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. U.S.A: Basic Books.

Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education,

53(2), 106–116. https://doi.org/10.1177/0022487102053002003

Gordon, W., Oliva, P. F., & Taylor, R. (2019). Developing the curriculum: Improved Outcomes

Through Systems Approaches (9th ed.). Pearson.

Perez, D. (2022). Social Foundations of K-12 Education. Kansas State University.

Radu, L. (2011). John Dewey and Progressivism in American Education. Bulletin of the

Transilvania University of Braşov, 53(4), 85–90.