Teaching Philosophy Paper

For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of their students. This means that the students and teachers are both in a process of learning.

Being aware of learning style is beneficial for individuals in both teaching and learning roles. By knowing personal strengths and preferences, the learner is able to devise ways to augment and tailor the way in which information is received and processed regardless of the way it is presented. With that being said, those that are in teaching positions must make the realization that not everyone learns in the same manner. Being aware of this will lead the teacher to discover new ways to present information in a way that will address the needs of all members of the class. If all parties involved are knowledgeable of prominent styles within a group; the teaching learning environment can be much more effective.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Other education strategies that must be addressed to ensure optimal education outcomes are regular advanced planning and preparation, increasing task engagement, practicing the elements of direct instruction, teaching learning skills, teaching social skills, altering teaching behavior as needed, increasing active student responding, peer tutoring and teaching behavior replacement skills.

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

Research over the years has highlighted the fact that highly proficient strategic readers employ strong metacognitive strategies and have a high degree of cognizance of the reading strategies they employ. To give a quick understanding of metacognition, one can think of it as the ability to take a bird’s eye view as to the processes involved in mental activities—frequently referred to by educators as thinking about thinking (Anderson, 2002, p.23). Because metacognition has proven to be vital to reading comprehension, most quality English as a second language (ESL) programs teach and model reading strategies in order to ensure better reading comprehension. Tools to measure metacognitive awareness are the MARSI (Metacognitive-Awareness-of-Reading Strategies Inventory) or the SORS (Survey of Reading Strategies) inventory. The SORS is intended for use with students who are post-secondary, whether native or non-native. This test is divided into three areas: Global reading strategies (GLOB), Problem-solving (PROB), and Support Reading Strategies (SUP) (Sheory & Mokhtari, 2001). Since academic preparedness in college students, especially international students, can be molded by socio-cultural factors, research as to the impact of culture on metacognition, particularly in reading strategy choice, is of interest. The improvement of reading comprehension for international students through the

I understand that to improve the effectiveness in the classroom; there should be a variety of teaching styles to approach each student’s unique learning style. Starting with being well prepared by assessing pros and cons of each learning style to see how it fit with the situations and the criteria for the tasks. For example, with learning new vocabularies, for younger students at language level between beginner and lower intermediate, realia, role plays, images will be helpful with students who do not know enough vocabs to express themselves or still shy to speak up when they have questions. In those cases, they can fill themselves with guesses base or

The accomplishment of successful literacy skills requires the use of direct and explicit instructional strategies by teachers in reading comprehension and across all content areas. Kamil, Borman, Dole, Kral, Salinger and Torgesen (2008) maintain that when teachers provide direct and explicit teaching and modelling of a strategy there is

As we know learners don't learn in the same way, they cannot be assessed in a uniform manner. Numerous learning styles can be found within one classroom. Additionally, the instructor can show demonstrate how to utilize different techniques and developed their skills that assist in the comprehension of a subject which typically employs their weaker skills. All things considered, it is illogical, for an educator to oblige each learning styles to all of the lessons. There are two fundamental learning styles instructors use in classrooms. A learners have a tendency to perceive information either experiencing (concretely) or conceptualizing (dynamically) and then processing that information either observing (reflectively) or experimenting (actively).

     Taberski (2011)  tells us that it is important that students need to go through several meta-cognitive strategies. These strategies will allow students to navigate through text and develop meaning within the text. Strategies should be implemented at a appropriate

A qualitative method was used in this case study to analyze the association between teacher’s instruction and educating students in reading instructions (Luttenegger, 2012, p. 13). These two questions will help guide two essential inquiries are: 1) What is the depth of student teachers’ appropriation of explicit strategy instruction and meta cognition? 2) How did the student teachers’ appropriation of these concepts change from coursework into student teaching?

From the time a child is born, he is taught how to eat, walk, and talk. Soon after this, he is sent to elementary, middle, and high schools, and college. Everyone's life is centered around learning and gaining knowledge. Since being able to effectively gain and apply knowledge is one of the most important aspects of life, finding an effective teaching style that engages and helps me to develop critical thinking skills is imperative to the development of my future. Every teacher with classroom teaching experience will agree his or her style of teaching is unique. "Traditional teaching styles have evolved with the arrival of alternative methods, prompting teachers to adjust their styles toward students' learning needs" (Gill). Comparing three alternative teaching styles and their effect on my learning allows me to determine which one helps me learn the most.

Reading is one of the receptive skills that one uses to integrate most of information acquired from outside world and incorporate it as part of the knowledge. When it comes to improve students’ reading comprehension, a variety of instructional strategies needs to be considered to boost students understanding of a text meaning. However, in order to have a clear insight of what is being read students often find it difficult to choose the clues which at some extent help them perceive the main ideas of the text. On one hand, these difficulties are sometimes related to the application of a strategy that does not bring any effective results, on the other hand, a strategy seems not proper to lead students construct the meaning of what they learn.

It was a pleasure, Ms. Webster, watching you and your students work in the classroom. It is evident to me that you love what you do, and you are passionate about learning. I saw many positives that you do in the classroom and the effort that you put into your lessons shows. I would like to discuss with you the things I saw while I was observing you in the classroom. As educators, we strive for continuous improvement, and there are always things we can do in the classroom to improve our instruction. I am going to list some of the things that showcase your strengths as an educator, and some ideas that you may want to implement in your classroom. As a colleague, it is about the two of us collaborating, and working together to improve the learning environments for our children.

Thinking about how education is taught in schools and all the different pedagogical practices makes me wonder what these practices are actually fulfilling. There are many different ways to approach a classroom environment. An individual can look at things from the student’s perspective, the teacher’s perspectives, or just the way the classroom functions altogether. I reflect on when I was in high school and, after learning in detail about all of these pedagogies, I can easily say that the classrooms I was taught in were combinations of multiple pedagogies. I believe as someone becoming a teacher we need to refine how the classroom should be run, and what the student and teacher’s role should be. I think we need to shift our focus to an open-minded and open environment pedagogy. I mean this in the sense that the environment should be an open place, a safe haven, the students can speak their minds and beliefs freely. I myself too many times have been in a classroom where I have felt restricted, bounded and unable to voice what I believe in because of the way the classroom was run. Along with this, we need to be open-minded in the sense of viewing things from multiple perspectives and allowing the student to soar beyond the topic that is presented to them. I feel as though too many teachers close the door to exploring and thinking out of the box in fear of what it might bring and that I way I believe in an open classroom pedagogy.