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    Teaching Philosophy Sarah Sampe

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    Sarah Sampe's teaching philosophy is informed by her 15 years of experience in elementary and higher education. She believes that caring about students, building relationships, and having clear expectations and routines are essential for classroom success. Sampe values experiential learning and allowing student choice and voice. Her goal is to encourage students to relate course content to their own experiences and strengths.

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    Teaching Philosophy Sarah Sampe

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    153 views4 pages
    Sarah Sampe's teaching philosophy is informed by her 15 years of experience in elementary and higher education. She believes that caring about students, building relationships, and having clear expectations and routines are essential for classroom success. Sampe values experiential learning and allowing student choice and voice. Her goal is to encourage students to relate course content to their own experiences and strengths.

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    Sarah Sampe's teaching philosophy is informed by her 15 years of experience in elementary and higher education. She believes that caring about students, building relationships, and having clear expectations and routines are essential for classroom success. Sampe values experiential learning and allowing student choice and voice. Her goal is to encourage students to relate course content to their own experiences and strengths.

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    153 views4 pages

    Teaching Philosophy Sarah Sampe

    Uploaded by

    api-314103428
    Sarah Sampe's teaching philosophy is informed by her 15 years of experience in elementary and higher education. She believes that caring about students, building relationships, and having clear expectations and routines are essential for classroom success. Sampe values experiential learning and allowing student choice and voice. Her goal is to encourage students to relate course content to their own experiences and strengths.

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    Teaching Philosophy | Sarah Sampe, M.Ed.

    My beliefs about teaching began during my undergraduate elementary education

    program. I wanted to be a teacher that cared about her students and encouraged them to believe

    in themselves and what they were capable of. I believed that teaching was as Hagedorn (2011)

    states a vocation (p. 2). I had been called to teach students and help them to realize their

    potential. I saw myself as a teacher who cared about feelings and valued that each one of my

    students came into my classroom with their own sets of experiences (Robinson, 2010; Ewing,

    2013). I would use this value to build relationships with them, each on an individual level.

    Giving credit to where they were when they came into my classroom and doing what I could to

    move them along to where they needed to be at the end of the school year. These beliefs

    continue to ring true today. My 15 years of experience working with students across the

    educational pipeline inform my college teaching philosophy.

    As an elementary school teacher, you are trained that without a routine to your classroom

    there is no success. I believe this to be true in the college setting. Dr. Harry Wong, who

    continues to influence me through his book The First Days of School, speaks to the importance

    of procedures and routines, by stressing the importance of a plan in creating a successful

    classroom (Wong & Wong, 2009). A successful plan, or syllabus, is the foundation to creating

    success in the classroom. The past several years I have spent working with college students,

    helping them to get organized for each semester, I have noticed that an easy to read and

    understand syllabus sets the tone for the class. It is important to me to provide students with a

    syllabus with easy to find due dates and assignment instructions. I believe that a student should

    not be more confused after reading the syllabus, but rather energized from clearly defined course

    expectations.
    The syllabus for my class, in addition to outlining the course content, will also stress that

    experiential learning is of value to me. I believe that content should be relevant to the learner.

    Each learner has their own prior knowledge and so how they relate to course content will differ. I

    welcome differing viewpoints and value what each individual student can learn and interpret

    from the course. Freire, as references in Rendn, states the importance of teaching and learning

    being participatory and relational, with both teachers and students involved in the gaining of

    knowledge (2005). I believe this to be true. Students in my course will participate with the

    content and find ways to relate to it, based on their previous knowledge and experience.

    In order for students in my course to learn they will experience the content through

    choice, when possible. I cannot value that students come from different educational backgrounds

    and experiences, without valuing that in my course expectations. As an instructor, I will offer

    choice of projects. Flexibility, according to Chapnick (2009), is important to being an effective

    teacher. Some students prefer collaborative projects and others take a more individual approach.

    I respect Howard Garners theory of multiple intelligences (Rendn, 2005) and will encourage

    students to think about their strengths when completing assignments in my classroom. I believe

    that choice respects where my students come from and what they bring to the classroom.

    Finally, I believe that students should have a voice in their education. I will pay special

    attention to feedback that I receive both through end of course evaluations and throughout the

    course. I will maintain an open door policy, encouraging students to use their voice to work

    through challenges they might find in the course. I have personally witnessed the power that a

    students voice has to increasing confidence and ownership of their education. I encourage my

    students to use this ownership to ensure positive experiences while they earn their degree.
    I believe in the power of teaching and being an educator. Quoting Uncle Ben Parker from

    Spiderman, with great power, comes great responsibility (Soloski, 2011). As an instructor, I

    know the power I hold and I take the responsibility seriously.

    References

    Chapnick, A., Casciana, S.J., Mandernack, B.J., Stevens, R. S., Milner, F., Damron, W. S.,

    Ramani, P.N. (2009). Philosophy of teaching statements: Examples and tips on how to

    write a teaching philosophy statement. Faculty Focus. Retrieved from

    https://bblearn.nau.edu/bbcswebdav/pid-3640530-dt-content-rid-

    29945564_1/courses/1157-NAU00-CCHE-688-SEC001-18744.NAU-PSSIS/report-

    philosophy-of-teaching-statements%20copy%281%29.pdf

    Ewing, K. (2013). Welcome, initial remarks, teaching epicenter: Reconceptualizing and

    expanding college teaching. [PowerPoint slides]. Retrieved from

    https://bblearn.nau.edu/webapps/blackboard/content/listContent.jsp?course_id=_108791_

    1&content_id=_3640526_1&mode=reset

    Hagedorn, L. (2011). The meaning of academic life. ASHE Presidential Speech 2011.

    Retrieved from https://bblearn.nau.edu/bbcswebdav/pid-3640530-dt-content-rid-

    29945524_1/courses/1157-NAU00-CCHE-688-SEC001-18744.NAU-

    PSSIS/Hagerdorn%20The%20Meaning%20of%20Academic%20Life%20ASHE%20F11

    .pdf

    Rendn, L. (2005). Recasting agreements that govern teaching and learning: An intellectual and

    spiritual framework for transformation. Religion & Education, 32-1.

    Soloski, T. (2011, August 13). With great power, comes great responsibility [video file].
    Retrieved from https://www.youtube.com/watch?v=b23wrRfy7SM

    TED. (2010). Ken Robinson: Bring on the learning revolution! Retrieved from:

    http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution#t-739027

    Wong, H. & Wong, R. (2009). The First Days of School: How to be an effective teacher.

    Mountain View, CA: Harry K. Wong Publications, Inc.

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