B.+Teaching+Philosophy

= The more I read, think, share, experience, and research I find that the universal truths in my teaching philosophy are continuously evolving. So far, I know that students learn best when afforded the opportunity to be responsible for their own learning. I incorporate lessons that abide by state standards, follow school curriculum and platform targets along taxonomy levels of cognitive development. I use school materials and time and everything I am afforded wisely. I effieciently utilize school resources to help with students learning initiatives. I instill that same value of integrity and respect in students. = = I find ways to actively engage students with new materials and new experiences. More than 25% of my lessons have incorporated technology elements. I create a learning atmosphere that is positive, consistent, efficient and organized. I incorporate tasks that align learning with reading, language arts and fluency standards. When creating tasks I incorporate games that breed healthy learning and competition. 50% of my formative assessments are carefully planned cooperative learning tasks. I find great gains in learning take place when social interactions are allowed in the classroom. = = A positive reward system is a highly effective and positive tool in my classroom. I have an extrinsic award system of incentives and rewards for students who meet academic expectations. Extrinsic motivators yield quick results during the first few weeks of school. They assist me in teaching procedures and create foundational communication with my students. Extrinsic motivators translate into my classroom as the building blocks for introducing intrinsic motivators. In essence this positive reward system sets in motion trust and communication. Extrinsic motivation also leads us to teaching students that there are intrinsic motivators that lead to academic success. = = Intrinsic motivation in my classroom is a result of students understanding the learning process requires commitment, organization and effort. I teach students that we are all capable of reaching academic goals together. As an educator I continuously communicate goals and objectives to students. They understand what our mutual efforts will be during the course of the year/ month/ week and day. I assist students is shaping and creating efforts that yield content mastery. = = As a result of my current experience, I find that a universal design of learning approach has become a part of my instructional routines. I find that most classrooms that I have worked in were had very diverse learning groups. I find UDL gives flexibility in modifying content to meet the needs of ESE and ESOL learners. I believe in creating a classroom that reads and writes for a good part of the day. I find growth in written and oral language give students a knowledge base for more future learning. Exposing students to different mediums of language through discovery learning becomes part of my routines as well. My goal is to see students synthesize, evaluate and create new information. I want students to put emerging thoughts into written and spoken words. My teaching goals grow out of what I hope is strengthened romanticism. I enjoy serving students in in becoming socially able to learn and make positive connections in a structured and diverse social setting. It is a different dynamic every time. Positive interaction in a diverse social atmosphere is a task I want to assist our next generation in achieving. I believe in constantly educating myself and keeping in mind that I am educating student not for the world we live in but for the world they will live in. I believe that an educator should try to always be prepared, constantly evolve teaching philosophies, always embrace a team approach at all levels ie. among (students, families, staff, peers state) =
 * Damaris Caraballos’ Philosophy of Teaching and Learning **