Samantha Hess

K. Suk
EDUC 230-02 Education Field Experience
Spring 2019
Philosophy of Teaching

Personal Teaching Philosophy

A teacher is like a candle, it consumes itself to light the way for others. I have heard this

comparison many times and each time I think about this, it makes me think of how true it really

is. A good teacher gives their all to their students in order for their learners to be successful.

Throughout my years of schooling I have seen teachers that are perfect examples of this saying,

and I have seen teachers that should have found another profession. Though I have had some bad

experiences with teachers throughout my education, I would not change this. These positive and

negative encounters have impacted me and have helped me realize who I want to be as a teacher.

I want to give everything I have to give my students the knowledge and tools to be successful in

life.

With being a teacher comes setting an appropriate tone for the classroom. This also goes

along with how lessons will be presented to the students. This sets up the culture of the

classroom. I would incorporate the ideas of constructivism into my personal teaching

philosophy. I believe that students learn through their experiences. Through this philosophy, the

teacher guides and coaches the students, but allows the students to figure things out for

themselves and learn through their experiences. This may include trying something that does not

work and having the students come up with questions and predictions on how to fix it. This

allows the students to be fully engaged with hands-on activities. The students are able to work
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toward their understanding of the concepts being taught (WNET Education, 2004). This gives

the students the freedom to explore and be more involved in their own education.

In relation to the constructivist philosophy, I would also incorporate Jean Piaget’s

theories into my teaching practice. Piaget’s theory of development goes hand in hand with

constructivism. Piaget believed that children learned through interactions with their environment

(McLeod, 2007). Through many studies, Piaget concluded that children build on their previous

experiences with their new ones, and through this they make sense of what they are learning.

This has children more actively involved in the learning process (Teachnology Inc., n.d.). The

teacher still plays a major role in facilitating the learning and directing the discussions and

challenging their students.

Through my personal teaching philosophy, I would have students working together.

With teaching elementary students, my philosophy would have to be adjusted accordingly. I

would make my lessons very engaging and hands on. Children want to get their hands dirty. I

would want to include multiple activities that allow students to touch, smell, feel whatever

manipulatives I can incorporate into my lessons and have my students really engaged and

immersed in what I am teaching. I would also have my students work together in pairs or groups

to collaborate, ask each other questions, and get ideas from one another. I want to ensure

happiness and success in my classroom.

I want to hold myself up to the standards that I hold my students up to. I want to be the

teacher that the students can confide in, feel comfortable around, makes them happy, ensures that

they are reaching their potential. I will continue to strive to be this person that I know I can

become for my future students. I truly feel that through my teaching philosophy and being true to

myself, I can be that person for my students.

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Resources:

McLeod, S. (2007, February 5). Jean Piaget's Theory of Cognitive Development.

Retrieved April 18, 2019, from https://www.simplypsychology.org/piaget.html

Teachnology Inc. (n.d.). Piaget's Theory on Constructivism. Retrieved from http://www.teach-

nology.com/currenttrends/constructivism/piaget/

WNET Education. (2004). Constructivism as a Paradigm for Teaching and Learning.

Retrieved April 18, 2019, from

https://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html