I wrote this for my Methods class for my Bachelor of Education this year at Brock University. You are welcome to use it for ideas, but please cite me, plus I must warn you, it hasn't been marked yet! good luck with your studies....

My Philosophy of Education: I am a teacher who is deeply student centred, taking cues from my students and adapting my approach to their needs. My lesson planning process begins with a close examination and adherence to the curriculum, establishing the parameters of my instruction. Next, I set learning goals for my students; based on the measurable attainment of curricular expectations. A diagnostic assessment determines the starting point most relevant to my group of learners. The results of this initial assessment become the basis for adjustments to the learning goals so that they are realistic, meaningful and attainable. Envisioning these learning goals provides a powerful image of what my students will accomplish. This image forms the basis for designing a summative assessment that will effectively and authentically measure the degree to which the students have met the curricular matched learning goals. By starting with a clearly articulated outcome, grounded in assessment, the chances of attaining those outcomes are greatly enhanced. This “backwards design” approach to planning provides a means of measurable progression towards learning goals for my students. It also provides me with the information I need to analyze the effectiveness of the pedagogical strategies I have employed during the unit. Through-out the unit, strategies are chosen for their perceived value in helping students attain the learning goals, as well as for their strengths in addressing the age, interests, psychological makeup, multiple intelligences and abilities of my students. Good planning also allows room for contingencies and provides opportunities for flexibility in delivery. Furthermore, a well prepared teacher can model and thus help create a calm and alert emotional atmosphere that nurtures student learning. When I am not pre-occupied with what to do next, I am able to focus in the moment on responding to the individual needs of my students.
As a results-focused teacher, I am conversant with the current theories of education, and employ the findings of experts. Knowledge of Skinners behaviourism theory linking environmental cues to behaviour modification gives a sound theoretical backing to many practical classroom practices and assists in creating an inviting and safe environment. Arrangement of desks to facilitate collaboration, posting of classroom rules, and use of anchor charts for indirect instruction are examples of this.
The principles of Operant conditioning are helpful in establishing many classroom management practices. The judicious use of intangible rewards such as praise and attention tends to reinforce desired behaviours and decrease unwanted behaviour. Rewards are especially effective when students help to define them, as participation creates a sense of ownership and leads to responsibility.
Behaviourism alone however cannot adequately address the complexities of learning. The Cognitive theory assists me with understanding intelligence and how memory functions. Jean Piaget’s (1896-1980) constructivist concept of learning is especially significant. An awareness of the stages of development in children helps a teacher to understand a child’s thinking processes and capabilities at a given age. This awareness allows me to offer appropriate supports.
The basic tenant of constructivism, that intelligence is active and constructive, is especially relevant to the teacher. Students are active participants in their learning and relate new information to prior knowledge. This fundamental concept leads the teacher to actively engage students by offering them meaningful choices, authentic tasks and opportunities to relate their learning to their own lives.
Applying Lev Vygotsky’s “Zone of Proximal Development” theory assists me in finding ways to stretch my students’ thinking by taking their understanding one step further through dialogue which can help order their thinking and through modeling which can enlighten. Again, the use of diagnostic assessment to determine what the students already know is essential to effective teaching. From this starting point, I can present new information in “chunks” or small, logically progressing components. By explicitly scaffolding new learning to previously learned concepts, students can more easily integrate and retain new ideas.
One of the most effective tools I use to transfer knowledge is the gradual release of responsibility model. Simplified, the student learns through a “show me, help me, let me try” approach. Modelling, shared, and guided assistance in skill building leads to independent mastery. These methods constitute a fairly exact science and are especially valuable in delivering a comprehensive literacy program.
As students organize their knowledge into schemata, it is important to remember that social interactions, emotions and pattern recognition all strongly influence learning. Therefore I provide many opportunities for my students to expand their connections to past experiences, to form meaningful social bonds and to problem solve in collaborative settings. The use of the arts and technologies are key pieces that facilitate these goals.
There is no doubt that employing strategies based on a sound theoretical background transforms hit-or-miss techniques into precision teaching tools. From this foundation I apply these concepts in a systematic manner to help students acquire knowledge and, more importantly, to develop their ability to reason. This ability can be systematically strengthened by using Benjamin Bloom’s taxonomy. The taxonomy describes a hierarchy building from knowledge and memory as the foundational point in a progressively complex series of educational objectives. Comprehension leads to application, which leads to analysis, synthesis, and evaluation.
When firmly grounded in the application of theoretic principles to enhance learning, I am free to apply the art of teaching. Infusing my lesson plans with creativity results in lessons that engage and enrich the students according to their interests and skills. Correct application of my professional knowledge demands that I scaffold student learning by linking teaching to prior knowledge. My professional commitment to my student compels me to make learning both fun and personally meaningful for my students.
In my teaching, I try to model caring, empathy and community building, while communicating high expectations for all of my students. Integrity and respect are the hallmark of a professional, and when modelled for my students these qualities create the learning environment in which students are empowered to achieve excellence. Caring for each student as an individual demands differentiated approaches such as those suggested by Gardner’s Multiple Intelligence theory. Taking into account the way individuals learn results in better strategies. During my practicum, what resonated most were the connections with the students and the opportunity to observe them in their world and marvel at their gifts. School is a world where I can express my own creativity and radiate happiness and see those vibrations resonate. I feel rewarded when students are engaged and expressive. I feel challenged to try something new when they are unresponsive. I love seeing students progress and I have respect and gratitude for all of the teachers who have patiently shared their knowledge with me. I strive to cultivate the awareness and knowledge that enables me to respond directly and meaningfully to the needs of my students.
In fundamental ways, my Philosophy of Education is described by the Standards of Practice for the teaching profession in Ontario. These five interdependent domains constitute a continuum of knowledge, skills and professional practices. These parameters provide a set of working guidelines to assist my practice, and I will comment briefly on each.
The first standard of practice is: Commitment to Students and Student Learning,
This is starting point for all of my efforts. I base my teaching on equity, respect, appreciation of cultural diversity, and inclusiveness as foundational precepts. I strive to facilitate student learning by taking into account the many influencing factors. Finally, I infuse my lessons with enthusiasm and creativity and apply my intuition: this is the art of teaching.
The second standard is Professional Knowledge. This means I am committed to striving towards keeping my professional knowledge up to date, so that my decisions are informed. This describes the journey of life-long learning which I have undertaken.
The third standard, Professional Practice, relates to the application of my knowledge. I selectively relate the work of theorists to my teaching: choosing, applying, and measuring the results of strategies and methods. Through dialogue with colleagues and self reflection, I can further refine my strategies for student learning.
The power of self reflection deserves some additional commentary. This final piece that I employ in my teaching is one of the most powerful. Joseph Schwab (1909 – 1988) has vastly enlightened our views in thinking beyond the four commonplaces of teaching (the classroom, the students and teacher and the curriculum). The fifth commonplace of teaching provides a method of continual improvement. The reflective quality of the teacher is the primary factor that enhances the effectiveness of the teaching/learning relationship and defines the profession of teaching. Today’s teacher constantly evaluates his or her classroom practices by critically reviewing the effects of his or her efforts. I am a teacher who is committed to a reflective practice. Self reflection, self study, or meta cognition is the critical piece that allows good teachers to become great teachers, through constant thoughtful refinement of strategies leading to greater and greater student success. A teacher who is willing to humbly submit to the lessons the day can afford, can enter the next day with alternate tools and techniques and differently affect the outcome. As the outcome is the opening of young minds, this is an awesome privilege and responsibility.
The fourth Standard of Practice in Ontario, Leadership in Learning Communities, means that I help to create and fully participate in safe, collaborative learning communities, in the staff room as well as the classroom. This is accomplished with dialogue, strategic questions, listening skills and respect.
Finally, Ongoing Professional Learning, is the fifth standard. I strive for a synthesis of experience, collaboration, research, and knowledge. Knowledge is not static set of data which can be transferred in a measurable manner. It is instead a complex set of interrelated ideas that are constantly shifting in light of new knowledge. The facts available in our information age are simply so vast they defy capture. The role of today’s teacher must be to teach the process of critical thinking, rather than the transfer of known facts. Similarly, for my own practice, I must evaluate new ideas critically and carefully. Besides thinking critically this also requires the quality of open mindedness. Socrates suggested that open mindedness is the willingness to follow an argument to its conclusion. John Dewey (1859 – 1952), the famous American educational reformer, considered open-mindedness an important quality of a teacher, since acquiring and accepting new ideas modifies the behavior of the teacher. The teacher must be committed to and passionate about learning. A good teacher is by necessity a good student as well. The French Philosopher Jacques Maritain (1882 -1973) also advocated progressively grasping new truths and articulating new interpretations, a description again highlighting the interrelatedness of education and open-mindedness with deep implications for the teacher. (Hare, 2003). As I strive to embody and express these concepts I am journeying towards the highest expression of professional practice.
In conclusion, learning is integral to living and interwoven into every act of our lives. The quality of our learning greatly impacts our quality of life; therefore to teach is to nurture life. I believe teaching explicitly constitutes an act of caring. Through self reflection, I examine and modify my own behaviour, practices and strategies in order to respond and adapt to an increasingly greater understanding of educational theories and their application. I am a reflective practitioner who thoughtfully considers the impact of all my actions and strives to improve learning outcomes for my students. Assessment as learning puts me in the role of a coach, and allows me to monitor and maximize their learning as it occurs by using appropriate pedagogy. Ultimately, my goal for my students is that they will be passionate life-long creative learners.
Through my enthusiasm and professional techniques, I teach my students to love learning and to have faith in themselves. This is congruent with my belief that sharing our talents to improve the world by our presence is our best hope for joy in this lifetime.

Happy Learners – an anagram
H – Holistic Keeping in mind the big picture – students are body, mind and spirit, here to accomplish purposes that I know nothing of. Students are members of the world community and the future and can significantly impact both by their beliefs and actions.
A – Authentic Assessment for Accountability and Actualization – Using a variety of feedback methods to determine what students already know, what they are learning and what they have learned will tell me how effective my methods are.
P - Professional – striving for professional and ethical excellence, by nurturing caring relationships with students, colleagues, and parents, being committed to professional development; learning and sharing as part of a professional learning community.
P - Productive – producing results. Producing a learning climate that encourages the exploration of ideas. Producing a positive atmosphere and a classroom that is intentionally inviting and interesting, producing and refining an organization system that makes accomplishing administrative tasks simple, producing and projecting energy and enthusiasm in order to empower students to love learning and take responsibly.
Y – Yes. Saying yes to change, to the willingness to learn from students, from colleagues, from experts, implies a willingness to be reflective and examine my practices with a view to positive change. By asking questions constantly and striving to find more effective answers. (to scaffold onto that knowledge through context and integrated themes; to measure how successful my lesson was in accomplishing the objective and adjusting it for the future, seeking out and implementing student and colleague suggestions; determining a students learning style and providing opportunities for utilizing it. ) Can I make homework assignments more interesting? Can technology connect our class to people in other parts of the world? Can I integrate these curriculum areas more effectively? Have I communicated with parents proactively this week? Yes!
Learners – My students and I learn every day and build on our successes. I am a life-long learner and actively involved in learning communities. I believe the world and individuals both are improved by learning.

 
References:

Clarke, Anthony; Gaalen Erickson,(2004). Self-study: the fifth commonplace. Australian Journal of Education. Volume 48,Retrieved December 19, 2009 from accessmylibrary:
http://www.accessmylibrary.com/article-1G1-119611997/self-study-fifth-commonplace.html
accessed online: December 21, 2009

Grossman, Pam. "Responding to our Critics: from Crisis to Opportunity in Research on Teacher Education." Journal of Teacher Education. 2008. Retrieved December 19, 2009 from accessmylibrary: http://www.accessmylibrary.com/article-1G1-173463292/responding-our-critics-crisis.html

Hare, William, “The ideal of Open-mindedness and its Place in Education” Journal of Thought 38, 2, 2003: 3-10. Retrieved online December 20, 2009 from http://www.williamhare.org/assets/hare_theideal.pdf

Ministry of Education, (2009) Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario, Queens Printer, Toronto, Ontario, Canada
Ontario College of Teachers (2008) Foundations of Professional Practice
Parker, Darlene (2006), Foundational Methods; Understanding Teaching and Learning, Pearson Custom Publishing. Toronto, Ontario

Santrock,John W (2007) Educational Psychology, McGraw-Hill Ryerson, Toronto, Ont
Brown, Parker Foundational Methods, Pearson, Toronto, Ontario