Personal
Philosophy Statement
It is my
philosophy of teaching that any student has the capacity to become a
proficient reader and writer. Everyone deserves literacy and all the
inherent opportunities that it provides. While there are certainly
difficulties that are bound to need to be addressed, there is no
hurdle that is insurmountable in the pursuit of fluency. My
education as a teacher has influenced me to a certain extent on these
ideas. Modern teacher education promotes literacy across the
curriculum and high expectations for students' success. I think it
is my own literacy journey that has affected me the most in the way I
view teaching literacy. I have always loved the written word, to
interact and explore and create. I want everyone to be able to share
in the implicit joys of literacy.
I consider myself a
constructivist. However, I understand that I have some learning to
do about learning. I am still an inexperienced teacher – as I gain
experience, I'm sure that my style will shift. I believe in the
basic tenets of constructivism, and I try to use them in my teaching.
Knowledge builds upon knowledge. Students aren't empty vessels to
be filled with content and strategies but active participants in
their growth.
There
are a few theories of learning that I have integrated into my
philosophical standpoint. Adding onto constructivism as I mention
above there is the idea of the zone of proximal development, where
learners construct meaning with the help of someone who is above
their level (a peer, a teacher, etc.) who helps them reach beyond
where they would be able to work by themselves. For me, this idea
affects the way that I instruct literacy. It requires knowing the
students' levels and how best to move them on from there.
Scaffolding students' development is the best way to help them grow
in their literacy.
In the
International Reading Association's position statement on what it is
required to be an excellent teacher of reading “Excellent reading
teachers,” the IRA posits six qualities of knowledge and practice
that excellent reading teachers share. First is an understanding of
reading and writing and the belief that all children can learn to
read and write. I possess these; the efficacy belief is deeply
ingrained in my philosophy. Next is a continual assessment of
students' individual progress and relation of literacy instruction to
previous experience. I believe that both of these are very important
and design my instruction around them. Next is the knowledge of a
variety of methods of teaching reading and when to use each method.
This is an area that I feel I am weak on. I am learning more methods
of teaching reading, but my inexperience is a detractor here. I
don't feel completely comfortable that I know which method is most
appropriate in every situation. The fourth quality is that excellent
reading teachers offer a variety of materials and texts. I feel
particularly strong in this area. I have used a variety of genres
and modes of text in my teaching. I find it rewarding not only for
me, but for my students as well. Next is using flexible grouping
strategies to tailor instruction to individual needs. I am not sure
that I have enough experience with this. I have not had a chance to
create my own student groups for the most part. I would like to seek
out more information about how best to group students for optimal
learning. The last quality is that excellent reading teachers are
excellent reading “coaches.” I feel that I am a good reading
coach. The balance of knowing when to step in and when to simply
give a little hint comes naturally to me.
In a
nutshell, my philosophy of literacy teaching and learning is that
every student is a unique individual capable of fluency and more with
the right support. Attention, care and lots of support are the most
important tenets of being an excellent literacy educator.
References:
International Reading Association
(2000). www.reading.org/advocacy/policy/excellent.html. The
Reading Teacher, 54(2), 235-240. Retrieved from
www.reading.org/advocacy/policy/excellent.html
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