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North Carolina Agriculture and Technical State University
Teaching Philosophy
EDPR 784
Kelshonda Davis
Philosophy of teaching
In the classroom I do not take on the role of a teacher who just teaches and lectures
students. I learn from my students daily. I believe in incorporating many educational teaching
styles and pedagogical theories in class, because this way the needs of different students in the
classroom will be met. I want learning to be endless for my students and myself in the classroom
setting as well as outside of the classroom setting. This way it is evident that growth has taken
place in the child. All children are different in some way; they have dreams, hopes, and
imaginations that should not go unheard or overlooked. Every child should be treated fairly. In
my classroom I aim to implement equity, because you never know someone’s situation. Equity
means offering individualized support to students that addresses possible barriers. Each student
in my classroom is treated like an individual; I accept them as hard workers and learners in the
classroom and not for whom my own interpretations make them out to be. I happen to believe
that it is important to guide your students and listen to their opinions and outlook on life while
they learn and grow. I ask questions about their future and who they want to be.
My role is to give explicit instruction to gain student attention. I will present new
material, reinforce correct responses, and provide feedback to students on their progress; it is my
responsibility and objective to teach skills and help students to master a body of knowledge
using these strategies (Burden & Byrd, 2013, p.126). I am effectively teaching when I have set
clear expectations in my classroom and students understand what is expected in instruction and
in the classroom. In my class currently I have adapted a behavior management plan. Students
know what I expect based on the rules that we collectively set. They know what happens when
rules are followed and when rules are not followed. Positive relationships are important in my
classroom. Students learn well from teachers they trust. I will always prioritize getting to know
my students and incorporating their learning interests and styles. Well known educational
philosopher Jean Piaget suggests that physical models, props, and physical aids help children
learn (Huitt, W., 1997). I plan to incorporate many props and educational sources to help my
students grasp new concepts and learn new vocabulary. I believe that problem-solving in small
groups is beneficial for students because it strengthens their communication skills, teamwork,
and decision making skills. In my classroom I have used practices from both constructivism
theories and behavior learning theories. “Problem-based learning (PBL) is constructivist
pedagogy; students learn to develop critical thinking skills by solving real-world problems in
small groups” (Hmelo-Silver, C., 2004).
My responsibility in the classroom will be to create a collaborative problem-solving
environment where students become active participants in their own learning. I plan to use
scaffolding as a way to model a skill, provide hints or cues, and adapt material or activities to
meet individual students’ individual needs. I believe that every child has a purpose and
contribution that they have to offer the world. Students are responsible for their own learning
based on prior knowledge. I believe my role as an elementary teacher is to nurture and encourage
the lifelong learning of my students. Through hands-on activities, classroom discussion, and use
of technology, I will reach all students. It is of importance for students to have independence.
Students are in charge of their own destiny and future, so it is my job to help guide them in that
direction and not to hold their hand. I assist students when they need help and challenge them to
think independently by asking questions, listening carefully, and having them engage in some
form of research outside of class.
Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the needs of all
students (8th ed.). Upper Saddle River, NJ: Pearson Education.
Huitt, W. (1997). Cognitive development: Applications. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved [October 15m 2021], from
Hmelo-Silver, Cindy. (2004). Problem-Based Learning: What and How Do Students Learn?.
Educational Psychology Review. 16. 235-266. 10.1023/B:EDPR.0000034022.16470.f3.