Teaching Philosophy
"My best teachers were not the ones who knew all the answers, but
those who were deeply excited by questions they couldn't answer."
- Brian Greene
those who were deeply excited by questions they couldn't answer."
- Brian Greene
"Those who have the privilege to know have the duty to act." –Albert Einstein
The purpose of teaching and learning is for passionate teachers help students realize their potential and help them reach their goals. Students are individuals who each deserve devoted time and effort from their educators in order to help them succeed, whatever success looks like for that individual. A teacher’s role is to facilitate ideal learning for students. Facilitating optimum learning for students comes in many forms. There are many learning theories that help teachers structure learning environments in the classroom.
The main theories that I consistently incorporate into my own teaching practice are the Theory of Multiple Intelligences was put forth by Howard Gardner, the Theory of Social Development by Lev Vygotsky, and the Theory of Experiential Learning, put forth by Carl Rogers. These theories are ideas that I consistently return to when constructing syllabi, lesson plans, or am in a classroom setting.
The Theory of Multiple Intelligences helps to understand the variety of ways in which people function. Function meaning, how individuals think about problems, solve problems and how they see the world around them. According to Gardner there are seven different intelligences: Linguistic Intelligence, Logical- Mathematical Intelligence, Musical Intelligence, Bodily- Kinesthetic intelligence, Spatial Intelligence, and Intrapersonal intelligence. Each of these intelligences is also a method of thinking that may be only a part of how an individual sees the world; individuals can have more than one intelligence. Individuals can and do accommodate their intelligence or method of thinking to a situation. The basic principles to apply in order to accommodate for the best learning method(s)/intelligence of individuals is: ‘Individuals should be encouraged to use their preferred intelligences in learning. Instructional activities should appeal to different forms of intelligence, Assessment of learning should measure multiple forms of intelligence.’
The Theory of Social Development is a theory that emphasizes social interactions in the development of an individual. These experiences and/ or interactions, according to Vygotsky, are expressed or experienced more than once by an individual. There is the initial experience or interaction that occurs between an individual and an outside variable (inter-psychological), and then the individual’s internal dealings with the occurrence (intra-psychological). These occurrences are fundamentally crucial in development for a person. Vygotsky goes so far as to propose that ‘all’ higher functions in growing and developing children result from some interaction or relationship in their past, and on which this individual can ruminate, consciously or unconsciously. Vygotsky also put forth the theory that an individual’s “potential for cognitive development depends upon the ‘zone of proximal development.’” He proposes that children develop once certain stages or their individual zones ‘of proximal development’ are achieved. These zones are the perfect combination of: what the individual can do, what they can not do, and the help and guidance provided by a teacher or peer. Through the consistent and proper application of instruction of ‘zone of proximal development’ students should further progress and learn. The instructor will make sure each student is provided the proper amount of instruction and guidance for their skill level, for them to advance in their talents.
The Theory of Experiential Learning outlines the ideal characteristics in both student and teacher in order to achieve optimal learning by the student that the student desires. The theory puts forth also the belief that all humans have a natural inclination toward learning. But to achieve and promote this inclination, students are to exhibit the following characteristics: ‘personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner.’ These students that exhibit greatly their desire for learning and knowledge should be so fortunate as to have teachers who ‘...set a positive climate for learning, clarify the purposes of the learner(s), organize and make available learning resources, balance intellectual and emotional components of learning, and share feelings and thoughts with learners but do not dominate the learners.
These theories are ideals on which to focus and use as a guide. They help teachers and students both set up a successful path to reach goals and create a healthy rapport to help students flourish. After all, the goal of teaching is to facilitate learning and foster a sense of curiosity that helps students achieve their goals.
The main theories that I consistently incorporate into my own teaching practice are the Theory of Multiple Intelligences was put forth by Howard Gardner, the Theory of Social Development by Lev Vygotsky, and the Theory of Experiential Learning, put forth by Carl Rogers. These theories are ideas that I consistently return to when constructing syllabi, lesson plans, or am in a classroom setting.
The Theory of Multiple Intelligences helps to understand the variety of ways in which people function. Function meaning, how individuals think about problems, solve problems and how they see the world around them. According to Gardner there are seven different intelligences: Linguistic Intelligence, Logical- Mathematical Intelligence, Musical Intelligence, Bodily- Kinesthetic intelligence, Spatial Intelligence, and Intrapersonal intelligence. Each of these intelligences is also a method of thinking that may be only a part of how an individual sees the world; individuals can have more than one intelligence. Individuals can and do accommodate their intelligence or method of thinking to a situation. The basic principles to apply in order to accommodate for the best learning method(s)/intelligence of individuals is: ‘Individuals should be encouraged to use their preferred intelligences in learning. Instructional activities should appeal to different forms of intelligence, Assessment of learning should measure multiple forms of intelligence.’
The Theory of Social Development is a theory that emphasizes social interactions in the development of an individual. These experiences and/ or interactions, according to Vygotsky, are expressed or experienced more than once by an individual. There is the initial experience or interaction that occurs between an individual and an outside variable (inter-psychological), and then the individual’s internal dealings with the occurrence (intra-psychological). These occurrences are fundamentally crucial in development for a person. Vygotsky goes so far as to propose that ‘all’ higher functions in growing and developing children result from some interaction or relationship in their past, and on which this individual can ruminate, consciously or unconsciously. Vygotsky also put forth the theory that an individual’s “potential for cognitive development depends upon the ‘zone of proximal development.’” He proposes that children develop once certain stages or their individual zones ‘of proximal development’ are achieved. These zones are the perfect combination of: what the individual can do, what they can not do, and the help and guidance provided by a teacher or peer. Through the consistent and proper application of instruction of ‘zone of proximal development’ students should further progress and learn. The instructor will make sure each student is provided the proper amount of instruction and guidance for their skill level, for them to advance in their talents.
The Theory of Experiential Learning outlines the ideal characteristics in both student and teacher in order to achieve optimal learning by the student that the student desires. The theory puts forth also the belief that all humans have a natural inclination toward learning. But to achieve and promote this inclination, students are to exhibit the following characteristics: ‘personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner.’ These students that exhibit greatly their desire for learning and knowledge should be so fortunate as to have teachers who ‘...set a positive climate for learning, clarify the purposes of the learner(s), organize and make available learning resources, balance intellectual and emotional components of learning, and share feelings and thoughts with learners but do not dominate the learners.
These theories are ideals on which to focus and use as a guide. They help teachers and students both set up a successful path to reach goals and create a healthy rapport to help students flourish. After all, the goal of teaching is to facilitate learning and foster a sense of curiosity that helps students achieve their goals.