Educational Philosophy
Teaching well is a form of art. When I step into the role of a teacher, I have what may appear to be an empty canvas or a lump of clay waiting to be formed. I get to choose how to set up the classroom, what to bring into the forefront of our activities, which content would be covered, and all along the way I have to continuously assess how well my goals match the actual work that unfolds on the go under my direction. While the equation of which students a teacher has is a given one, there is so much freedom, and consequently, responsibility, in the teacher’s hand to choose how to form the result of their work successfully. So much trust goes into this process, and with this trust, the teacher- I, get to shape children’s lives in some fashion that is hopefully a meaningful one.
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I believe that childhood is a unique time in our lives when the mind is open to receive and to explore with wonder and no critical judgment for the better. It is thus the responsibility of the teacher to create the optimal environment for their students that will allow them to flourish- cognitively, emotionally, socially and physically. I would thrive to create a safe environment that allows children to express what they’re best at while motivating them to challenge themselves, take risks and gently push to reach their fullest potential. While as the teacher I hold the reins on setting the tone and the direction of the content and the environment, I have witnessed that learning happens in both directions, from teacher to child and vice versa. It is in the mindset of the Reggio approach that the teacher is considered a co-learner and a collaborator with her student. This means that my role is to be sensitive to the child’s interests, inclinations, and learning style, structuring activities and lessons that are based on their interests, not just on mine, or the general curricula of the school. The focus with the Reggio approach is on an emergent curriculum, one that is child-centered, where the interests of the children are in fact the starting point for our exploration through all academic disciplines. The child who is curious about their world is able to make deeper connections and develop their own understanding of the world around them, with the support of the teachers around him/her. When scaffolding content based on a child’s interests, learning becomes a natural extension of their lives, and it is accompanied by excitement and curiosity, which in turn fosters motivation for more learning. In order to address multiple intelligences, this kind of learning happens through various presentations such as art, drama, puppetry, music and print, and allows children to further understand and connect the concepts that are being explored in the classroom.
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Additionally, social-emotional learning and cognitive development takes place not only from the interactions with well-educated teachers but also amongst peers. Hence, it is necessary to build upon and flourish the relationships between the children, as peer learning naturally occurs and can be emphasized to strengthen within the classroom setting. When one takes into account the social development theory by Vygotsky, it illustrates that social learning precedes development and that learning occurs not only from the adult, who is considered in his terms as the more knowledgeable other but also from peer collaboration. As a teacher, I would intentionally seek to create opportunities to have children collaborate amongst themselves, as well as lead in their ‘field of knowledge’, supporting the learning that will happen when such interactions take place, naturally as well as with great intention. I’ve noticed first hand how children are open to learning from their friends, and the pride and joy that accompanies these moments when they happen.
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Moreover, I find that nature, outside the four walls of the classroom as well as inside, can serve as a meaningful guide to life for students of all ages. Especially in our modern world, we need to continue and foster a relationship with the natural elements around us. This can be explored through all sorts of teachings- working with mud, clay, leaves, sticks, playing with wood, yarn and such, as well as spending time outside in parks, digging, getting messy and not allowing the weather to stand in the way of the wonders of nature. As in the Waldorf approach, especially at Forest schools, and with the Reggio approach, being around natural materials and outside in nature can stimulate experiential learning and enhance the relationship between man and nature, developing a more minded approach and sensitivity toward our environment and ourselves.
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As an artist at heart, I come to teaching with a creative mindset, one that seeks to influence, change, expand, and touch the hearts and minds of my students. As a visual learner and a former art teacher, teaching concepts through the visual medium comes naturally to me. As a former puppeteer, I’ve also seen the power of puppets when engaging with young (and older) children. Teaching any curriculum through the arts and making connections to these different media enhances learning and understanding of new concepts. Hands on activities are a wonderful way for children to learn literacy, science or math. Puppetry can create an incredible bridge to literacy learning as well as to social-emotional skills. I’ve done these kinds of projects before with children and I am eager to continue to do so in an early childhood classroom setting. Children also get excited when the teacher does, and I can’t hide my excitement when puppets/ clay/ paint/ crafts enter the agenda!
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Being a teacher is a great privilege, wherein I aspire to guide my students to cultivate compassion, curiosity, and grit while serving as a role model for these attributes. While I am open to creating a curriculum that is partially tailored to the children’s interests, I am also sensitive to the different learning styles that students bring into the classroom. A more sensitive lens to my students will allow me to tap into their natural way of learning and scaffold teaching in a manner that suits their learning style best (hands-on, visually, aurally, physically, through the written word, through play, in groups, solitary, etc). I want to nurture and support them, encouraging them to play, ask questions, fail and succeed, develop new skills and strengthen old ones, explore nature, be exposed to the arts, laugh and have a good time being the child that they are. In the atmosphere of my class, I will create a strong community of learners that work and create together while valuing each student’s unique familial background and personality. I will rely not only on my resources and knowledge, but also on building partnerships with the families of my students. With their help, each student of mine will find a welcoming space to shine within the setting of our classroom community.