Running Header: PERSONAL PHILOSOPHY OF TEACHING

Personal Philosophy of Teaching

Leah Madsen
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2015

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My personal philosophy of teaching has been acquired through my coursework and

experiences in classes thus far. Also, my faith in God and memories from elementary school
have helped mold the way I teach. A lifetime of learning has guided my beliefs and guides the
way I view teaching and children. I believe that teaching is a gift from God and should be used
for His glory. Romans 12:6-7 states: "We have different gifts, according to the grace given to
each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is
serving, then serve; if it is teaching, then teach" (BibleGateway, 2014). Through student
teaching, I have realized that God gave me the gift of working with children and teaching; I
believe that each student can learn with the right amount of patience, repetition, and love.
I used to believe that it was important to just teach students how to learn as opposed to
filling their heads with facts. Although I still believe it is vital to teach students how to learn, I
also think it is just as important to learn with the students. For example, when helping students
read words, sounding out each sound with the student and breaking the word down into chunks
and then connecting the sounds to make a word shows the student how they should "read" words.
Simply telling the student, "Sound the word out and chunk it," would not have the same benefit
as modeling for the student and guiding them through a few words or sentences. It may be more
time-consuming to do some activities with the students as opposed to just telling them what they
should do to complete the activity, but the outcome of the students knowledge is worth the time
spent.
Teachers can maximize their time in the classroom by minimizing behavioral issues;
classroom management is crucial to a productive classroom and focused students. I think that
pod seating is best for the students and teacher; the students are able to work with classmates in a
community type fashion, and the teacher has ample room to move around the classroom and help

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different groups. In pod seating, the teacher is able to assign different roles to each person at the
table; when the students have a role and feel depended on by their teacher and tablemates, they
are less likely to be a behavioral issue. I also believe that keeping a routine schedule benefits
everyone in the classroom. Although this is not always attainable with different school activities,
keeping on a schedule daily allows everyone to be in a routine and know what to expect when.
Changing the schedule can throw students off and cause anxiety and/or chaos in the classroom.
Furthermore, it is easier to prevent poor behavior than deal with it after it occurs; Powell
shares, "When it comes to student misbehavior, teachers have only two options: They can
prevent it, or they will need to intervene. Obviously, prevention is more desirable." (Powell,
2012 p.167). Expectations that are clear and consistent help build a positive classroom full of
learning and not full of behavioral problems. Setting goals for students and acknowledging
positive behavior helps those not choosing the correct actions to fix their behavior and emulate
the students receiving praise. I have learned through multiple positive behavior training
seminars that focusing on the good behaviors and temporarily ignoring the bad behaviors is the
best way to manage a classroom. For example, if a student is calling out repeatedly, I would
point out that I like how another student is sitting quietly and raising their hand when they have
something to share. I have learned that this usually works because the student who is calling out
wants to do the right thing, so they can be called on.
Maintaining a well-managed and positive classroom is primarily the teachers
responsibility and allows students to thrive without unnecessary interruptions. Education plays
an irreplaceable role in a child's life. It is my goal to truly educate students and be a gamechanger in their lives. I strive to maintain a positive learning environment for all students and
differentiate learning based on the students' needs. "Differentiation is a conceptual approach to

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teaching and learning that involves careful analysis of learning goals, continual assessment of
student needs, and instructional modifications" (Brimijoin, n.d.). Through tiered activities,
each student can be pushed academically and stretch their brains to new levels. Through student
teaching, I have learned the value of a growth mindset in students and teachers. A growth
mindset focuses on believing you are learning and will get there as opposed to "I cant" and "I
dont know how"; it is about trying to do your best.
Looking forward, I hope to have a positive, well-managed, and productive classroom in
the next year. I want to create a classroom that stimulates growth and teach my students through
differentiated activities as well as collaborative learning opportunities in their pods. I believe,
"Every student can learn, just not on the same day, or the same way" (Evans, n.d.). Through my
Christian values and my experiences in student teaching, I have built a teaching philosophy that I
believe helps students achieve their personal highest level of learning and fosters a positive
classroom for everyone. I strive to fulfill Proverbs 22:6, "Train up a child in the way he should
go; even when he is old he will not depart from it." (BibleGateway, 2014). It takes patience,
repetition, and love to be a successful teacher; through practice, prayer, and dedication, this is
attainable in my classroom.

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References
BibleGateway. (2014, January 1). Retrieved November 26, 2014, from
https://www.biblegateway.com/
Brimijoin, K. (n.d.). Differentiation and High-Stakes Testing: An Oxymoron? Theory Into
Practice, 254-261.
Evans, G. (n.d.). George Evans Quote. Retrieved November 30, 2014, from
http://www.wisdomquotes.com/quote/george-evans.html

Powell, Sara D. (2012). Your introduction to education: Exploration in teaching. Boston:

Pearson Education Inc.