Philosophy Statement
Philosophy Statement
Philosophy Statement
I have been a lover of the arts of learning for a long time and have taken many different
turns in my schooling career, including being an award-winning playwright and filmmaker, and
studying psychology and social sciences. I wrote my first teaching philosophy statement shortly
after deciding to become a teacher. In that essay, I describe my commitment to being a life-long
learner. I still believe this is central to my calling as an educator since we must maintain current
understanding of child psychology and stay up-to-date on best instructional practices (Charles,
2011). More importantly, I have come to recognize myself as an active, working teacher-
In my original statement, I describe the belief that rigid instructional practices are not
conducive to student learning because they don’t inspire the love of learning (Perrone, 1991) and
are aimed at teaching students to achieve and study for test scores, rather than specific learning
outcomes (Tulenko, 2002). I have grown even stronger in the belief that students should be
taught using engaging materials rather than rote memorization and drills, because it benefits all
levels of learners. For example, when discussing the techniques which provide useful support for
lower-ability students, Weaver (2009) says “…more isolated skills work is not the answer…the
needed reading strategies and skills can most easily be taught, learned, and applied in the context
of authentic, meaningful and enjoyable texts.” For this reason, I also believe in using project-
based activities for my lessons. Hands-on learning and social structures engage students, create
an atmosphere of inquiry, support retention of the material (Tomas, Jackson, & Carlisle, 2014),
and create a fun, active classroom, which is one of the original goals in my first philosophy.
ANISIMOVA MASTER’S PORTFOLIO 2
In order to maintain a fun classroom, a teacher must have great student management
which have a more positive effect on student behavior than a punitive structure (Slavin, 2015). I
have come to see that creating a classroom of structure and respect not only helps me manage my
class but also allows students to feel safe in their learning environment, resulting in more
In assessing student learning, I described in my first philosophy the idea that students rely
on testing to gauge their learning progress, and that classes which test their students show that
they have a better grasp of the material (Slavin, 2015). Since then, I have come to realize that the
use of IQ tests and other forms of standard assessments often have a weak correlation with
achievement (Jimenez & Graf, 2008), and timed or formal tests can add unnecessary stress
(O’Connor, 2009). Thankfully there are many ways to assess learning. I can use formative
assessments such as personal interviews with students, class discussions and I can look at student
writing; even conversations among students can be used to assess their comprehension (Taylor &
Nolen, 2008).
In my initial philosophy statement, I discuss the idea that schools are meant not only to
teach curriculum but also cultivate imaginations, support wonderful ideas, and teach our students
to dream big (Perrone, 1991). As an individual, I know that this focus on learning helps me to
appreciate my personal role in the world; as an educator, I strive to help my students find theirs.
References
Burnaford, G., Fischer, J., Hobson, D. (2001). Teachers Doing Research: The Power of Action
Charles, C.M. (2011) Building classroom discipline. 10th ed. Boston, MA: Allyn &Bacon
ANISIMOVA MASTER’S PORTFOLIO 3
Jimenez, T.C., Graf, V.L. (2008). Education for All: Critical Issues in The Education Of
Children and Youth With Disabilities. San Francisco, CA: John Wiley & Sons, Inc.
Lemov, D. (2010) Teach Like a Champion: 49 Techniques That Put Students on the Path to
O’Connor, K. (2009). How to Grade for Learning: K-12. 3rd Ed. Thousand Oaks, CA: Corwin.
Perrone, V. (1991). A Letter to Teachers. San Francisco, CA: John Wiley & Sons
Slavin, R.E. (2015) Educational Psychology. Upper Saddle, River, NJ: Pearson.
Taylor, C., Nolen, S.B. (2008). Classroom Assessment: Supporting Teaching and Learning in
Tomas, L., Jackson, C., & Carlisle, K. (2014). The Transformative Potential of Engaging in
http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN
=EJ1048775&site=ehost-live
Tulenko, J.D. (2002) Testing Our Schools. PBS Frontline, Program #2014 Original airdate:
Weaver, C. (2009). Reading process: Brief edition of reading process and practice (3rd ed.).