educator
My personal philosophy of teaching and learning is a product of many influencesincluding experience, instruction, a melding of the philosophies of past educators andan intrinsic sense of what is right. I have attempted to capsulate this philosophy in theseven belief statements that follow. I believe learners are individuals who bring aunique set of needs and abilities to the classroom and that they should be encouragedto become responsible for their own learning, especially as they mature. I believe that ateacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. I believe that the learningprocess is multifaceted, unique to each student, yet containing unifying threads of purpose in addressing the student as a whole person. I believe the curriculum is a setof criteria designed, as much as possible, to meet the needs of students and should beoffered to them in as compelling a manner as possible. I believe that the learningenvironment is a shared, public place that must be welcoming, safe, and theresponsibility of those who share it. I believe it is important to recognize and embracethe diversity that arises from the milieu as it provides a myriad of opportunities toenhance student learning and growth. Finally, I believe if I am to be a good facilitator of the learning of others, I must embrace opportunities to expand my own learning on anongoing, life-long basis. This includes allowing myself time to be critically reflective.These seven belief statements form the core of my current philosophy of teaching andlearning. This is an evolving philosophy that is heavily influenced by experience anddriven by a passion for teaching and a passion for learning. It is my hope that thesepassions will combine to kindle a similar passion for learning in the students in my care
The articulation of a philosophy is the first and often smallest step in its development. Once stated it must be
The articulation of a philosophy is the first and often smallest step in its development. Once stated it must be