EDUC 6470 Draft Statement of Philosophy

My philosophy about teaching grew first in comparing my teachers in the fifth and sixth grades, their approach to individuals, to homework, and to reading. In high school, I recall several experimental methods my science teachers used, such as unguided student research and concept maps, along with recognized curriculum that was considered excellent, such as PSSC physics. In college I recall the difference between physics courses for majors and those for others, such as class size and expectations. All this history I use as a base to think about my own philosophy of teaching, and teaching science.

Look to other subjects

I think science educators, including me, have a lot of reforms to consider seriously. First, something a bit more unique to my own philosophy, is to look for excellence in other subjects. As a member of a hiring committee for my latest school, I noticed that we had one to two applicants for each science position, but about ten for each english position. It stands to reason that our selective process allowed us to choose excellent english teachers, but we were forced to hire whomever we could for science teachers. I hope, having been hired by such a school, that that process doesn't reflect too closely on myself! But, looking through books at educational bookstores, reading journals, reading through the LB section at Mann Library, anyone can see that as a society we have really thought long and hard about teaching english and mathematics.

More specifically, having collaborated with humanities teachers, their penchant for allowing the student to seek their own answers and to express themselves uniquely has rubbed off onto my philosophy. That brings me to student choice.

Student choice

Diversity. Education is part of life, rather than just preparation for life.