Teaching Philosophy
“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” -Chinese proverb.
“I never teach my pupils; I only attempt to provide the conditions in which they can learn.” –Albert Einstein.
My teaching philosophy is a combination of Einstein and the Chinese proverb. I try to provide conditions for learning by being open and welcoming, and I teach by explaining concepts and involving my students in the learning process. I share myself with my class by using personal stories as examples and by being open to questions and criticism. I ask for feedback and adapt teaching techniques to meet the needs of my students. I am flexible and open to change; if I observe that a portion of a class did not go well, I make a note to myself to change the procedure for the next time.
My role as a teacher is a storyteller, a guide, a coach, and a partner in learning. I encourage students to share their stories and experiences with children, and thus I learn from my students as well. I am so enthusiastic about young children that I hope I inspire and encourage pre-service teachers to enjoy children and want to work with them.
Learning starts at birth, and we learn throughout our lives. Young children are constantly sorting and classifying information as they acquire it; I believe adult learners go through the same process. Old views and perceptions are altered as new information is absorbed and reflected upon; erroneous concepts are replaced with better understanding. We learn with all of our senses. Sights, sounds, tastes, smells, touch, and movement all provide the brain with data. In a successful learning situation in higher education content from readings and lectures is assessed and analyzed during personal reflection or collaborative interactions. Successful learning is evident when students are excited, enjoy participating in class, and can demonstrate applied knowledge.
Competency in teaching goes beyond sharing a foundation of knowledge in a particular field with others. The competent teacher respects and supports each student without prejudice or judgment and accepts students at their current level of understanding. The teacher guides students and encourages them, helping them to find their personal best.
I believe that teachers should remember that while they may have taught a certain class many times, each new class of students needs to hear the information as if it were the first time. Tired, uninterested, or condescending teachers do not connect positively with their students; students remember these teachers, but not fondly. I believe that teachers owe their students the best they have to give each time they have class together.
My goal for students is that they become enthralled with the world of children and can’t wait to work with them. For those students who are already working in an early childhood setting, they can take new information and use it right away with young children. For those who aren’t yet working with children and are contemplating a career path, I hope to help them decide if teaching children is the right choice. While there will be students who take an early childhood course as an elective, I hope that they know by the end of my class whether they are suited for teaching young children. The ideal outcome of my teaching would be to send an army of well qualified early childhood professionals out into the world to work with small children in family child care, centers, preschools and kindergarten. Little children and their families deserve the best possible care and education, and early childhood teachers deserve the best possible preparation in their education.
“You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. You’re on your own. And you know what you know. You are the guy who’ll decide where to go.” –Dr. Seuss
