My Philosophy of Teaching

    I never thought that I would be in a classroom teaching my first love, science.

 Due to a recent employment change I found myself back in the classroom as a

substitute and realized I enjoyed it. I was originally an education major in college

and planned on teaching high school biology. Later, I decided to major in biology

with a concentration in microbiology because I wanted a more in-depth science

degree. Upon returning to the school system as a substitute, I realized there was

 not adequate staffing for science classes, I feel that I can help fill that void.

    My philosophy of teaching is a combination of more than one type of constructivism. For instance, I agree with the theory of constructivism, which states that learners learn through their experiences in the classroom and that those experiences are important. Those learner experiences are different for each student, meaning that every student learn in a different way. A classroom based off the theory of constructivism, is often a leaner centered classroom. According to Western Governors University, “In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner’s level of understanding.” (Western Governors University, page 1). In these classrooms we see technology integrated to enhance instruction, students are often present with real world problems and are asked to solve them. The learner is driving instruction and not the teacher.

    I also use a form of social constructivism (collaborative learning), zone of proximal development. This can be described as the span a child can do on his own and what he can do without assistance. According to the article, Social Constructivism: Implications on Teaching and Learning, “the constructivist sees knowledge as what students construct by themselves based on the experiences they gather from their environment, the social constructivist sees knowledge as what students do in collaboration with other students, teachers, and peers.” (Akpan, page 50) In a classroom that uses the zone of proximal development we will often see guided practice implemented to boost student’s confidence. You may also see students working with a peer that has more knowledge. It also important to implement scaffolding in zone proximal development classrooms.

    Now that I have been teaching three years, I have learned the importance of differentiating instruction, scaffolding, and using technology to enhance instruction. Thru trail and error as an educator I have learned the importance of creating lessons that address different learning styles. The art of teaching has changed as well. Once it was the traditional lecture and worksheet, this nonexistent. Now there are different strategies we can use to teach students content for example, lab stations (digital or paper), one-page assessments, summative task assessments, choice boards, and S.O.S. strategies from Discovery Education. These strategies are mentioned in, Constructivism as a Theory for Teaching and Learning. (McLeod, page 1)

    Education is a never ending process; therefore, teachers are students as well. The purpose of continuing our education is to improve our skills and become an expert at our job. By attending professional development, it helps use establish better student outcomes and be more effective in the classroom. Now we are creating lessons that are better suited for student’s needs. Therefore, making professional development necessary to learn current and new teaching strategies in the classroom. Professional Development also assist teachers in creating effective course evaluations. Once students is given an assessment (formative or summative), we as educators must let data drive our instruction. Once we have determined what is mastery and analyzed the data, we should differentiate instruction to meet our learners need in the classroom. This is when the implementation of the appropriate technology can assist us.

    It is important that science educators make science relevant to capture the interest of our students. I am not afraid to make the science relevant for my students. This semester I have used the gorilla glue girl to teach chemical bonding and chemical reactions, because I heard my students discussing this in class. I have also used the process of applying artificial nails and lace front wigs to assist students in understanding chemical bonding. This is an example of using learner experiences to make science relevant. Also, I have used my experience as a chemical /environmental lab analyst.

    Lastly, it is important to have a positive relationship with parents, students, and administration. Having effective communication plays a major role in a student’s success. Sharing relevant communication both parties will be better equipped to assist students academically and having their best interest in mind. Ways of establishing effective communication are teacher-parent conferences, phone calls, newsletters (with major due dates), and class websites. This assists in establishing effective communication and has a positive and significant impact on students’ lives.

    Overall, I feel that I am a fair but firm educator that can provide a new approach to science. When delivering content I will try to present life skills in addition to scientific facts. I want to provide my students a firm foundation that they can use when furthering their education. I have always had a passion for science and would like to share that passion with my students.

Work Cited

Akpan, Article Author: Vera Idaresit, Article Author: and Vera Idaresit Akpan. "Social Constructivism: Implications on Teaching and Learning." EA Journals. Web. 23 May 2021.

McLeod, Saul. "Saul McLeod." Constructivism as a Theory for Teaching and Learning | Simply Psychology. 19 July 2019. Web. 25 May 2021.

Western Governors University. "What Is Constructivism?" Western Governors University. Western Governors University, 21 Oct. 2020. Web. 22 May 2021.