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North Carolina Agriculture and Technical State University Teaching Philosophy EDPR 784 Kelshonda Davis 10/15/2021 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. References 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 http://www.edpsycinteractive.org/topics/cognition/piagtuse.html 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.