Personal Reflection Of Teaching: My Personal Philosophy Of Learning

I remember as a child being fascinated by the notion that clergy came to their work because they were called to do so. With a brother-in-law in his thirty-fifth year of ministry, I see the necessity of that call as the commitment he has made to service has been extraordinary. Perhaps not to the same degree, but it certainly can be said that teaching is also a calling or a vocation. ************* As a graduate professional, I will strive to differentiate instruction, integrate technology, and share my knowledge and practices with others.

Personal Philosophy of Learning My personal philosophy of learning is deeply rooted in my belief that everyone wants to learn and grow and prosper; at least they do until someone or something changes that

The obvious acknowledgements here are that students will not be ridiculed or humiliated or embarrassed, but we must also create a climate where risk is not only welcomed, but encouraged. Failure should be celebrated not because of the everyone gets a trophy movement, but because mistakes indicate students are courageous enough to take these risks. We must also be committed to every student in our care. I have been a teacher long enough to realize that I will not reach every student I teach. However, I have been a teacher long enough to know that I must never stop trying to do so. Aiding in this endeavor is my belief in a growth (***Dwyer***?) model. Not every student in my classroom will reach the same level of mastery, but by setting attainable goals, every student can feel like growth is possible. Students must not be the only members laboring within this growth model; teachers also meet the challenge of continuing to grow and learn in order to stay effective in the classroom. We must model one who values learning, and we must be constantly striving to get better. This growth takes effort in the form of reading research, engaging in professional learning communities, attending conferences and seminars, and conducting our own action research. Ultimately, we will employ evidence based practices applicable to our students at their