Provided below is my teaching philosophy in bullet points. I started working on this document when I was completing my internship but have been updating and revising it ever since. The ideas explored here are at the heart of my teaching and I've always felt are incredibly representative of the values and principles that guide me. And the pictures might not make the most sense but I promise that they will if you take the time to read the whole thing! Or just skip to the end...
“You can’t know where you’re going unless you know where you came from.”
“Education can, and should, be threatening…” [Howard Zinn]
“Government of the people, by the people, for the people." [Abraham Lincoln]
My students should be included in the process of their own education.
I should have a strong relationship with my students and they should know they can trust me.
How to analyze and interpret sources should be a focus of my class.
Grades should be a reflection of learning, not random points.
I want my students to value their education.
I want to do these things and not just talk about them.
I want to be the best I can and not settle for just doing a good job.
And, of course…
I want to be Batman.
I'm serious. I wrote about this in my application to Western Michigan's educational technology graduate program and they ate it up. Batman was a much greater choice than Aquaman. I'm not a very strong swimmer.
“You can’t know where you’re going unless you know where you came from.”
- I believe this to be true in many ways. We can’t truly understand the current crises this country and our world face unless it is contextualized by a foundational knowledge of the events and ideas that have brought us to this point.
- Do you need to know dates? I often hear students complain about how history class is too focused on remembering dates. I think an understanding of dates can contribute to a better understanding of history but I also struggle to remember them all. Chronology is most important at this level and the resources for finding dates when working on academic projects are widely available. Thus dates are not necessarily a focus of the class but will be provided.
- Do you need to
consider different ideas? Yes, because ideas are what drive the events we
discuss and shape our modern society. The key is to understand the main thrust
behind an idea and then use the skills of inquiry we develop together to pick
that idea apart and examine it further.
“Education can, and should, be threatening…” [Howard Zinn]
- Zinn is actually talking about social structure, but I dropped that part because I think this idea applies to everything I am doing with my students.
- The ideas and
issues we discuss in a social studies class, or should be discussing, have
multiple layers of meaning and serious impact on individuals and how our
society functions. I should never hide from the truth and I should do my best to
make my students feel like their ignorance is being threatened. That a
student’s pre-existing ideas are being challenged by other perspectives and
events or issues they were unaware of before my class. I have to challenge them
and threaten their knowledge. I can facilitate and encourage this process in my
classroom and hopefully students will begin experiencing this process
independently. They'll be willing to take risks and seek out new knowledge on their own time and in terms of their own interests.
“Government of the people, by the people, for the people." [Abraham Lincoln]
- I believe in the power of people. I fear that we have allowed our power to be taken from us but that through education we can find our agency to change the world and encourage progress. I teach civics and government as a way of learning how to exercise our rights and effect change as citizens.
- Apathy is the
silent killer of our generation. We have opinions but we're more concerned with
sitting back and whining than actually doing something. I want to show students
what they are capable of doing. But, first, I need to figure that out myself
and get involved wherever I go. All social studies teachers have a responsibility to teach civic responsibility and duty.
My students should be included in the process of their own education.
- I will always ask my students how I’m doing. Are they enjoying the class? Why? What do they like and what don’t they like? Do they understand why we are doing certain things? This serves two purposes. First, it allows an opportunity for evaluation of my teaching. Second, it allows me to encourage students to not be passive in their education but to be active participants who consider the hows and whys of the learning process and system.
- I have no idea what was going on behind the scenes when I was in school. Now I believe that students should be allowed access to what is occurring beyond the classroom. For instance, students should be aware of the political issues facing the education system because it has a very direct impact on them. They should have an opportunity to consider how their school is funded, why we use statewide multiple choice common assessments, and what is happening at different levels of government to shape and affect the system.
- One of the most
interesting conversations I’ve had with students was about the state standards,
which they did not know existed. This allows for conversations to develop about
how do we determine what is important and required in education. This is just
one example of how students being included in the process of their own
education makes schooling more valuable and allows for critical thought to
flourish.
I should have a strong relationship with my students and they should know they can trust me.
- I don’t hide who I am from my students. At the same time, I recognize that there are subjects which are off-limits in a classroom and inappropriate.
- To clarify the previous point: I will be cautious but open about my personal opinions. I want my students to think freely and come to their own conclusions. But I understand that I cannot always be completely objective and so I will not cover up my opinions or beliefs. One very important part of my teaching is understanding that the true intent of many people is hidden without meaningful analysis. In a world where so many opinions and purposes are hidden, I don't want to be one more person trying to hide myself. However, I will never assert my opinion as something students must totally accept or believe as well. I welcome open and honest discourse and debates in my classroom.
- The environment
that exists in my classroom is rarely silent and sometimes borders on chaotic when discussions get intense.
I can admit that I find some comfort in this and that I believe many students
also relish this type of learning environment. Having great discussions is very important. However, I understand that this
does not apply to all students. I want to find the appropriate combination of
chaos and control as I grow as a teacher. I also want to improve on how I
communicate to my students an understanding of when we as a class can be
relaxed or chaotic and when we must be serious and quiet.
How to analyze and interpret sources should be a focus of my class.
- Students are confronted with primary sources everyday and they already have some understanding of how to navigate the ideas and bias that are being presented to them. Often, they are simply unaware of this fact. Guiding them through this allows application in expanded and different ways independent of the classroom.
- We live in a
world where students will increasingly have any information available to them
through digital means. This fact makes the skills of analysis and
interpretation even more valuable in my classroom. Teachers are no longer the
only means of learning content information and I recognize that fact. But that
does not mean all of the information out there is valid or whole and I must
help students recognize this truth.
Grades should be a reflection of learning, not random points.
- The four-point scale that I have adopted through my study of Robert Marzano's ideas is meant to symbolize more than the point-system ever can in terms of whether or not students are learning what I think is necessary to teach.
- I need to be clear about communicating my expectations. The four-point scale needs to be relevant to these expectations.
- Eventually, this system of the four-point scale will not evaluate assessments individually but learning goals overall. For example, their will be a learning goal about analyzing documents that is updated as we complete assessments rather than giving a mark based on a project that analyzes documents from the Founding then another project that looks at the language of current legislation or court cases and so on.
- I want the rubrics for any learning goal or assessment to be available to students through this website or another medium.
- I want students
to self-track their progress so they can evaluate their growth and to help
promote a motivation for learning that is coming from them rather than external
forces.
I want my students to value their education.
- I want them to understand why I believe they should be in school and come to their own conclusions about why they value becoming educated.
- I want students to have opportunities to think about what words like knowledge, education, and learning mean. I also need to think more about what these words mean and how I present these opportunities for reflection in my classroom.
- I want to demonstrate how all of the subjects my students are studying relate to social studies. How foreign language class is social studies because learning to speak in another tongue requires at least a minimum level of empathy and cultural awareness. How science brought about advances in technology and knowledge that has had a very real impact on our history. How English is an opportunity to become literate in a world where literacy has multiple meanings and is important for exploring the ideas different people and societies communicate through different mediums.
I want to do these things and not just talk about them.
- Primary sources, media, and their analysis are not yet the focus of my classes. I lecture a lot and that is effective but it puts too much on me. Not that I see it as a burden, but as much as I enjoy teaching to my students it should be the students who are teaching themselves and working for their education.
- Lately, I’ve been wondering if I am capable of threatening or challenging my students when I have never truly experienced such things. Have I read extensively about topics such as racism or poverty? Have I discussed such issues with my colleagues in the social studies education program? Yes and yes. Does that mean I can really get my students to think about issues, look outside themselves for answers to difficult questions, or consider multiple perspectives? Can I effectively teach issues I have never experienced personally? Maybe. But maybe is not good enough.
I want to be the best I can and not settle for just doing a good job.
- I have to make sacrifices. I should and will make sacrifices.
- I have a lot of questions and I have very few answers. I want to have more questions and hopefully a few more answers. I want my students to know that they help me find answers and that they create more questions. I hope I can do the same for them. I hope I can help students consider their unexamined lives and combat the ignorance they and others possess.
- I still need to realize how I can teach my students that they are capable of making a difference. The problem is I’m not entirely sure. How can I tell them they’re capable of great things when I’ve never done anything great. Have I ever made a difference? What will I do in the coming years to make a difference?
And, of course…
I want to be Batman.
- Dedicate myself to fighting ignorance like Batman fights crime.
- Travel the world to become a better informed global citizen like Batman traveled the world to train his mind and body.
- Look good in dress clothes like Batman looks good in the cape and cowl.
- Surround myself with the best teachers like Batman surrounds himself with the greatest heroes.
- Use technology effectively to teach ideas and skills like Batman uses technology to bust heads and solve crimes.
- Use my mind to think critically and develop meaningful lessons and ideas like Batman uses his mind to do great detective work and out-think his adversaries.
- Be motivated by the tragedy of ignorance and apathy like Batman is motivated by the murder of his parents.
- Have a healthy
relationship as partners in learning with students like Batman has with Robin…
once he stopped making him wear a green speedo. And we'll ignore that he let one get killed. Another one was thought dead but then she came back. I don't know what that was about. But, seriously, a strong relationship between teacher and student can promote meaningful learning like the Dynamic Duo can protect Gotham City.
- Inspire others to
be involved in their community and dedicated to learning like Batman inspires
others to stand for what is right and to be strong in the face of evil and injustice.
I'm serious. I wrote about this in my application to Western Michigan's educational technology graduate program and they ate it up. Batman was a much greater choice than Aquaman. I'm not a very strong swimmer.