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.
