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  • Framing Statement Philosophy 1

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    This document outlines the author's teaching philosophy. The philosophy emphasizes three main points: (1) building relationships with students is key to a successful classroom, (2) it is important to prepare for variability among students and plan for differences in learning rates, and (3) continual learning is important for teachers to improve and meet changing student needs. The teaching philosophy is guided by theories from Maslow, Bandura, and other experts on education and child development.

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    This document outlines the author's teaching philosophy. The philosophy emphasizes three main points: (1) building relationships with students is key to a successful classroom, (2) it is important to prepare for variability among students and plan for differences in learning rates, and (3) continual learning is important for teachers to improve and meet changing student needs. The teaching philosophy is guided by theories from Maslow, Bandura, and other experts on education and child development.

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    64 views3 pages

    Framing Statement Philosophy 1

    Uploaded by

    api-417254233
    This document outlines the author's teaching philosophy. The philosophy emphasizes three main points: (1) building relationships with students is key to a successful classroom, (2) it is important to prepare for variability among students and plan for differences in learning rates, and (3) continual learning is important for teachers to improve and meet changing student needs. The teaching philosophy is guided by theories from Maslow, Bandura, and other experts on education and child development.

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    MCNEIL MASTER’S PORTFOLIO 1

    Philosophy

    A philosophy of education contains the guiding principles of a teacher’s teaching method.

    It shows what they believe about how students develop, how best to motivate them, what things

    are important to teach, and how they approach teaching every day. The pillars of my teaching

    philosophy have largely remained the same through my teacher education. This ​teaching

    philosophy​ describes my believes and approaches to teaching.

    Through my time teaching, it has become clear that building relationships with students is

    key to a successful classroom.. As Fields, Meritt, and Fields (2014) state, “As teachers build

    positive and supportive relationships with the children in their classrooms, they create an

    environment of caring and cooperation that is the foundation for each child’s success” (p. 38).

    Relationships between the teacher and students are important as well as relationships between

    students. According to Maslov’s Hierarchy of Needs, students need to feel like they are a

    respected part of the community to develop self-esteem (Maslov, 2013). Students feel more

    connected to their classmates and the class forms a sense of community when students can share

    with each other the things they value. Relationships are essential to creating an environment

    where students feel safe to do the risk-taking needed for learning.

    It is also important to prepare for variability in the classroom. Students develop at

    different rates, so it is vital to plan for these differences. As Bandura (1997) states, "If people of

    widely differing characteristics can succeed, then observers have a reasonable bases for

    increasing their own self-efficacy." By preparing for variability, the whole class becomes more

    successful.
    MCNEIL MASTER’S PORTFOLIO 2

    There is always more to learn to improve our teaching. By continually learning, we are

    modelling a love for learning to our students. Continual learning also helps meet the needs of

    our continually changing classrooms. As Lee (2010) states, “Teachers must continually hone

    their knowledge base and meet the needs of all students” (p. 28). My philosophy of education

    will continue to grow and develop as I learn more and experience new things. It’s important to

    allow our ideas to change as we are introduced to new strategies or ideas. By embracing new

    knowledge, we help meet the needs of our students and show what a love of learning looks like.
    MCNEIL MASTER’S PORTFOLIO 3

    References

    Bandura, A. (1997). ​Self-efficacy: The exercise of control​. New York: Macmillan.

    Fields, M. V., Meritt, P. A., & Fields, D. M. (2014). ​Constructive guidance and discipline: Birth

    to age eight (​ 6th ed.)​.​ Boston, MA: Pearson.

    Lee, M. H. (2010). 7 principles of highly collaborative PD. ​Science and Children, 47(9), ​28-31.

    Retrieved from

    https://search.proquest.com/openview/b70d575ba76879cce8be431d699f8845/1?pq-origsi

    te=gscholar&cbl=41736​.

    Maslow, A. H. (2013).​ A theory of human motivation.​ New York, NY: Simon and Schuster.

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