Examples of My Philosophy of Teaching

My summer school class of 2007 (MSAD #40) is one suitable example of my philosophy
of teaching. I had six young men who had failed their seventh grade year due to absences and
incomplete work. During this summer school year, our focus was on skill building as well as
work completion. I set up our daily schedule according to class needs: whole group for LA, Math
and study skills, small group for SS and Science, and individual work time. I made sure that in
our first session we set the ground rules for our class, the students knew what was expected of
them each day, they knew that they were the ones responsible for their learning, and they knew
that I was there to help them. I gave them a survey to see what their interests and needs might be.
I posted the class schedule and the class expectations, and I wrote each days agenda and goals on
the board before class. I let them know I had high expectations for them and that I believed they
could achieve them.
I told the students that I had a three strikes, youre out approach to behavior issues.
After three verbal warnings, I would put a check on the board anytime there were unacceptable
behaviors. I deducted minutes from break time for any check marks. I also made sure I used their
interests and provided games and activities for break time that they enjoyed. When they worked
well and efficiently, I added minutes to their break. I had very few times that I needed to put
checks on the board. In fact, the boys did so well and were so motivated, that they had perfect
attendance for the entire summer school schedule. One young man was out sick one day, but he
made sure he had a note from his doctor so there would be no break in their record. Mr. Vail, the
middle school principal, was extremely impressed; he authorized pizza as a reward for the last
day of summer school.
Another valid example of a specific class I have created and taught was a 7 th/8th grade
Henna Body Art class for Community Studies week at Medomak Middle School June 2011. I had
a class of about 14 students; 1 was a male, 6 were IEP students of widely differing needs, and 1
was Gifted & Talented. I sent permission slips home with an explanation of the class prior to the
class. I created a keynote presentation with audio and video clips about henna. I made a
crossword puzzle directly from information in the keynote and I used the crossword puzzle for
assessment, in addition to the required assessment sheet. I provided a word bank for the
crossword puzzle as a modification, but I gave it to all students who desired one. I had one IEP
student that I had to modify the Community Assessment Sheet for, but it was only to reduce the
required number of sentences from 3 to 1. I also had student helpers (from my at-risk lunch
group) working with the materials and the students. As students found they were good at either
making designs or applying the henna, they helped other students. All my students received an A
for the class. I had two students who started out with a poor attitude, not desiring to participate
(the male and one IEP female with a history of non-participation) but by the end of class all
students had participated satisfactorily (watching the keynote, creating a design, having it applied,
filling out the assessment sheets).
The evidence I had that the class was successful in motivating the students was that all of
the students participated. The male created one of the best designs and actually had it applied. He
was the most reluctant student with the poorest attitude in the beginning. I attribute the gaining of
student interest to being matter-of fact about the subject and respecting student attitudes. Also, it
was a hands-on learning activity. I circulated and made positive comments on everyones designs
and I participated in applying the henna. As we started to actually work with the designs and
henna, the students became more interested. Another factor for the success of my class was that I
included additional enrichment components, such as East Indian games and food. When the
required Community Studies Assessment sheets were returned, all of the students, except the

male, had given the activity 5 stars. Most comments on improvement were that the class was
good as it was. The male said it needed more guy designs.
A third example is my substitute teaching a 7th and 8th grade team LA/SS class. We had
just finished a unit on Human Rights and I wanted them to do a project to wrap things up. I used
the topic Student Activists which met the MLR SS A1i,j and A2b Standards as well as multiple
ELA CCRS standards. I broke it up into stages, provided a time line for completion, and set up
mini-lessons for each stage. I provided models and rubrics. I had the students choose whether to
have a partner or work individually. I conferenced with the students formally and had informal
conversations and made observations as they worked along. When staff came into our room, they
saw and heard focused student discussions and had to look carefully to find me, as I was closely
involved in working with students. I used the studentsfinal products (a required letter, a format of
choice to share the information, and a brief oral presentation) as their summative work for
grading.
I had a wide range of student abilities- GT, IEP and a variety in between. Two of my
GT students were working together. They went through several causes and finally found one very
relevant to themselves. They were very excited about it. They had great ideas, but difficulty
focusing in on the requirements for the writing piece. Their first draft was a 2. I conferenced with
them and explained what they needed to do. I could see they were frustrated and so I met with the
GT teacher to explain what was going on and show her the expectations. She was able to meet
with the students and revise their work until it was a 4. I had another student who was very low. I
revised the project to focus on his interest in cats and accepted work quality at his level. I
conferenced with him, helped him with formats, and encouraged and praised him as he put forth
his best effort. I met with his Special Education staff and gave them the requirements and shared
my expectations with them. He surprised everyone, except me, by completing all his work and
actually getting up in front of the class and giving his presentation.
I judged the success of this project in terms of student motivation and achievement by
several factors. First, by the interest the students showed in their topics. Second, by the fact that
every student actually produced the required elements of the project. (An amazing feat
considering that a number of students in this class had a history of failing to produce enough
work to show evidence of their learning.) And third, by the extensions of a number of students.
One held a food drive to help feed the hungry, another collected coats to keep needy children
warm, others met with the principal and guidance counselor with a plan to combat bullying in the
school.
My fourth and final example is student teaching a leveled 7 th grade math class. When I
started teaching, many of these students were disengaged and would take several days to get
through a guided lesson that should only take 15-20 minutes. Few would turn in any work. I
posted class expectations and provided clear goals for lessons each day. We made some progress,
but I was not satisfied. I made arrangements to meet with the Math Specialist and observed her
class for several days.
I revamped my lesson plans using her suggestions and other ideas I had. I introduced a
new format for the class and we improved our speed and students actually completed work on
time. Daily we finished our whole group guided practice and moved into independent work where
I pulled together small groups to work on skills or worked 1-1 with students that needed extra
help. Students rose to my expectations and followed the new format. By the end of my student
teaching, many students were completing daily work, turning in homework and were engaged in
the lessons. Here are some specific examples: I had a student who rarely produced work in class,

constantly fooled around with his buddy and always had an excuse for not doing homework. I
took time to speak with him and suggested he might benefit from After School Academy. He
attended. The next class, he and his buddy paired up for Guided Practice. His buddy started
fooling around and I overheard the student say, Stop it. I want to learn. I suggested that he
move his seat and he did. He completed the problem perfectly on his own. From that point, he
started to show improvement in his work habits and homework completion. I had another student
that would never volunteer answers in class or show his work on his papers. I worked with him
and encouraged him and he started to volunteer answers during whole group lessons. Next, I had
several private conversations with him about why he should show his work. I told him to please
tell me in words what he did in his head if he couldnt show me. He started to do that. These
results are an example of why it is very important to me to reflect upon my teaching and
collaborate with others to enhance my teaching methods.
I recently read an article by Robert J. Marzano entitled The Key to Classroom
Management. Several factors were identified in it, one being arrangement of the room and
another providing clear operating procedures. This article validated my teaching philosophies for
me. Marzano stated that effective teachers provide clear purpose and strong guidance regarding
both academics and student behavior. They use strategies such as verbal and physical clues, like
moving closer to the student, to point out inappropriate behavior; tangible recognition of
appropriate behavior; and group contingency policies. They also provide clear learning goals. The
format for establishing clear goals outlined in the article matched what is used at Medomak
Middle School for the Workshop Model. Other factors Marzano mentioned were concern for the
needs and opinions of students, taking a personal interest in them, and being aware of high-needs
students. All of these are elements of my personal philosophy.