My Personal Philosophy Statement

Alexandra J Takeda

4.5.10

EDUG 401

Personal Philosophy Statement

         My personal teaching philosophy is designed for teaching high school level English literature.  My philosophy has been derived from the Socratic method of teaching, and is heavily rooted in a discussion-based form.  I believe that based on the nature of society, man, learning, and knowledge, that this method will effectively engage high school students with their texts and foster a class of individuals who are actively involved with their education.

         The Socratic method involves students in the academic community of their classroom.  It is my belief, that as a teacher, I should establish a classroom environment where academics are held in high regard.  This will be done through example and encouragement.  I hold academics in high regard on a personal level.  Therefore, through my own example, students will be able to see what a respect for education looks like.  I will also encourage students through things like decoration of the classroom.  It is my wish that I will have entertaining, and thought provoking quotes around the room for students to enjoy and think about.  I will also have posters of films that were inspired by literature with copies of those films in the classroom for students to borrow, along with texts.  I believe that by establishing this environment, where academia is seen as entertaining and interesting, students will begin to develop their own classroom community from this platform.

         Out of this platform, the Socratic method of teaching may flourish.  For, if students hold academia in high regard, then when engaged in a student led discussion of a text, they will feel a natural desire to participate with enthusiasm.

The Socratic method requires that the teacher be the guide of the discussion, and ask the students the questions, which they must answer through their debates.  I find this method adequate.  However, I would like to adapt the aspect of the teacher as the leader, and place those reigns in the hands of the students.  In my teaching philosophy the teacher merely poses the topic for discussion, and the students shape the conversation however they wish under that umbrella.  I think that the nature of society is one that discourages students to become excited about their education.  I feel that if students are permitted to direct the conversation around their own experiences and observations that they will begin to connect literature to their own generation.  If students become involved in this manner, then they will be able to gain a greater comprehension of the text and thereby will become more enthused by their interactions with it.  I feel that through a student led, discussion-based course, students will become more inclined to fill an active roll in their education.

         I also have noticed that man tends to be more comfortable when working in a collaborative manner.  I believe that this is because of insecurities.  Man feels more comfortable discussing a theory in a group because there is comfort in knowing that there are others who share your views and opinions.  The Socratic discussion method can work with the form in which man prefers to tease out issues by developing a safe space for students to question and discover new ideas to help their comprehension.  This student centered discussion theory also works with my understanding of the nature of learning.  My understanding of the nature of learning is that an individual works to formulate their own ideas, and then discusses them in a group to gain the opinions and points of view of others.  My interpretation of the Socratic discussion would work well with this when applied to literature.  I would have students work closely with the text, analyzing it and developing their own ideas to bring to the group discussion.  This way, any students who are confused on the reading can learn from other students’ points in a safe academic community.

         The last point that my interpretation of the Socratic discussion method will address is the nature of knowledge.  I want to make it clear to my students that academia is a constantly changing community, and that no voice is too small.  I find that by allowing students to discuss theories and ideas in an open environment will allow them to discover that they do not need to accept the notions of older published critics.  This method will encourage students to question the authority of other academics, and also realize that they should think through the text for themselves.

EDUG 401 Group B interview

EDUG 401 Group B Interview

Male, high school student:

Are you enrolled in any special academic programs? (ie: AP, IB, Honors, AVID, etc)

Yes, I’m in honors physics.

If yes, do you find these courses helpful, challenging, boring? Please give a brief description.

I really enjoy my honors class. I feel like I would be incredibly bored if I were in regular physics. Basically my class is always 2 or 3 full chapters ahead of the regular class. We study subjects like magnetism and gravitational force much more than the standard class (challenge questions, more material, etc.)

Have you ever felt that a teacher has been a mentor to you as a student?

Not necessarily a teacher but my advisor has.

If yes, please give a brief description of why.

He always asks me questions about what I do outside of school and offers any kind of help if I need it.

Have you ever felt that a teacher has been a negative influence to your success as an academic student?

I’ve felt in the past that a teacher’s teaching style has impacted me negatively.

If yes, please give a brief description of why.

The way my math teacher presents information can be too fast and lacking in sufficient notes from time to time. He is more geared toward students that just “get it.”

Are you planning to attend a college or university after graduation?

Yes.

Are you involved in any other school related activites? (ie: clubs, sports teams, arts, etc)

Please list them with a brief description of what you enjoy about them.

I take a print making class that I enjoy (we do all different kinds of printing). I do track after school. It’s the only sport I really enjoy. Car club is the only club I attend. We meet and discuss car related things.

Would you say that overall you enjoy school?

Yeah I enjoy it. We get way too much homework and I feel like at times all I do is school. I wish (*name of school omitted*) would realize that their students have a life outside of school.

My reaction to this interview is that I will attempt to think about what this student said about the positive and negative aspects of some of his experiences with members of the education field. I will attempt to mirror the positive aspects of his advisor and be approachable, and also show genuine interest in what my students are doing in and out of school obligations. I will also try to be conscious of the comprehension levels of each of my students and try to work at a pace that ensures that each of them understands the material before I move on.

Interview with a high school English teacher

My interview was of a high school English teacher. This teacher teaches one AVID class, and three senior AP/IB English courses. This teacher also employs a student teacher, and is the department chair.

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Alexandra: How do you combat with the monotony of teaching several periods with the same lesson plan?

Mr. X: The student's discussions do vary between classes; however, I find it easiest to simply not teach more than three periods of the same class. Three seems to be the maximum number that is manageable.

Alexandra: How do you select the texts that your class is to read per semester?

Mr. X: There are several steps to selecting a text. First, all books must be district approved. Of the list of district approved texts that are available, I require that one: I must enjoy the book. And two: that my students may be able to find the book enjoyable. I also consider how broad or narrow the curriculum must be based on the content of the text, and how I can incorporate the texts together thematically throughout the semester.

Alexandra: How do you structure a test-prep (AP or IB) course to work for students who are not planning to take the test?

Mr. X: I treat all students equally based on the syllabus requirements, regardless of whether they are or are not planning to take the test.

Alexandra: How do you structure your own time to grade all students' tests and papers?

Mr. X: Prioritize. Tests and essays come first. Other assignments, I am sorry to say are often graded based on skimming.

Alexandra: How would you describe your personal teaching philosophy?

Mr. X: I try to treat students with the respect that they deserve. This is often variable based on their age and the manner in which they behave in my interactions with them. I believe that if you show the students that you care about your subject, then they will respect the material. I also employ an 'open door' policy. Students are welcome to come into my room before school, during break, lunch, or after school hours to discuss anything they would like with me.

Group C reflective summary

Alexandra J Takeda

2.24.10

EDUG 401

Interviews and Reflective Summaries: Group C, part II

Schools and Communities in Partnership

Oakes and Lipton focus on the techniques for school and community partnership of Jane Addams, and Nel Noddings. These methods are referred to as “ethic of care” and “ethic of service” (Oakes and Lipton, pg. 399).

“Ethic of care” is when community members fully understand the conditions that are affecting them. “Ethic of service” involves community members focusing on finding prescribed benefits to ethics of care fosters competency in all members to serve their own needs. As a teacher, it is vital that one is open, caring, and respectful. They must acquire knowledge about all “experiences, meanings, and preferences of community members” (Oakes and Lipton, pg. 399). By interacting with community members in this way, the teacher is able to refrain from making judgments like that a student is incapable, uninvolved, or not caring, etc.

These methods can be extremely effective for teachers who use a child and community centered schooling teaching style because it allows the teacher to be sympathetic to all students as individuals and to adjust their individuality. In contrast however, as a strict essentialist teacher, one might want to treat all students equally with indifferent respect of their individual cultures. An essentialist teacher would want to focus their education techniques on educating students in their academics, rather than bringing the student’s culture into the classroom environement.

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