A teaching philosophy changes constantly, evolving to the needs of the classroom and the needs of the students, shifting based on the cultural identity of both the teacher and the student to provide a best fit environment for classroom learning (Park, 2016). The teacher serves as a means of providing the students with the tools necessary to assist them not only in their school careers, but later in life as well (Cassum, 2015). My teaching philosophy is based in the theory of connectivism, focusing on the ideation that the learning needs of the student are reflected in their social environments and arguing that the concept of “learning must be a way of being” explored through the attitudes and actions of teachers and students in order to explore the best practices through which to convey information to students (Siemens, 2014, p. 1).
I strive to apply this daily through my efforts to both help students understand the material while challenging them to be more. Within the ESL classroom, students are often shy, confused as to the best course of action to take, or embarrassed by their skills or the lack of progress being made as compared to the amount of progress they desire to be made in their efforts. Connectivism argues for the idea that the learning process is one that is not always in the control of the learner, exploring the fluidity of the learning process and suggesting that the teacher must be constantly willing to adapt to the needs of the students in order to provide the greatest possible benefit to their education. It is through the application of the theory of connectivism that I am able to work to promote a positive learning environment, to increase the students’ desire for learning and their interest within the classroom setting while at the same time providing a solid foundation of learning on which they can continue to build throughout the remainder of their school career and beyond.
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"Specifics of Teaching Philosophy".
- Cassum, L. (2015). My teaching and learning philosophy. International Journal of Nursing Didactics, 5(1), 53-55. http://dx.doi.org/10.15520/ijnd.2015.vol5.iss01.31.53-55
- Park, B. (2016). An investigation of the impact cultural identity plays in shaping the teaching philosophy of second-generation immigrant educators. Tspace, 1-63. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/72265/1/Park_Bomi_R_201606_MT_MTRP.pdf
- Siemens, G. (2014). Connectivism. International Journal of Instructional Technology and Distance Learning, 1-8. Retrieved from http://er.dut.ac.za/handle/123456789/69
