Theories & Practices

For as long as I can remember, I have always wanted to be an elementary school teacher. There are many reasons why people select this career, but my initial reasons may have been a little off. As a child, I chose this path because I was amazed at all the stickers and stamps my teachers were in control of.  I also loved the fact that they were entrusted with this great role of correcting papers and putting all sorts of marks on them. Needless to say, I learned that teachers do so much more than these little, yet meaningful tasks. 

 

Education is something that everyone has the right to, and my goal is to give my students the best education I can starting with the environment.  Following Maslow’s Hierarchy of Needs, I believe that students cannot learn to the best of their ability if they do not feel safe first. It is important for students to have the basics like food & water, to feel safe, to be loved, respected, and to have self-esteem in order to have a positive learning environment. When a student no longer feels safe or feels inferior because of race, socio-economic level, or other factors, he/she will not perform to the best of their ability. But when psychological safety is in place, performance increases.  As a teacher, I will provide this safe space for my students to ensure their educational environment is not compromised.

 

Keeping the students interested and engaged is another crucial area for education.  I believe teachers need to create lessons and activities that students can relate to. When students are not engaged in the lesson, school becomes boring and tiresome.  Teachers need to not only keep material relevant but can also enhance students’ learning by using strategies like Norman Webb’s Depth of Knowledge (DOK).  Teachers can use this tool to engage students in higher-level thinking and learning. There are four different levels: 1) Recall and Reproduction, 2) Skills and Concepts, 3) Strategic Thinking, and 4) Extended Thinking.  DOK can be implemented in all subject areas to challenge students' learning.

 

Another theory that I would like to incorporate into my classroom is that of Cognitively Guided Instruction (CGI). Contrary to the methods that have been taught in the school system for several decades, this is a different approach to teaching mathematics. Students are at the center of the instruction and learn based on what they already know. Their approach on how to solve math problems is solely up to them. They work with their own number sense and natural intuition on how something should be solved. The teacher can pose a problem and slightly guide them by making sure the context is understood. Strategies are not provided to the students so that they can figure something out on their own. Discussion is encouraged amongst the students to ensure clarity of what the problem is asking. Teachers can observe and ask their students questions regarding their thought processes to help support the strategy chosen.  Ultimately, the students learn from each other by sharing and developing their strategies which are more beneficial than strategies being given straight from the teacher.

 

Curriculum aside, I will strive to have and maintain a healthy environment for my classroom, one that emits patience, respect, and encouragement.  After having four children of my own, I have learned the art of patience.  This is something that cannot be taught but is truly learned over time.  A teacher should have the patience to work with all students, no matter what.  Respect is another trait my classroom will have. Everyone deserves to be respected and in turn, should respect their classmates and teachers as well.  Above all, I hope to fill my students with encouragement.  As the above quote states by Anatole France, "Nine-tenths of education is encouragement." Encouraging my students is something you will see in my classroom.  These aspects are vital for a positive learning environment, and that is the classroom culture I hope to communicate to my students.