Commitment
to Students and Student Learning
My philosophy and practice of teaching can
be viewed as five interconnecting key elements
I base my organization
on the Ontario Standards of Practice.
1. Demonstration
of care and commitment
My classroom is full of resources that reflect the diversity
inside and outside of the classroom. Being educated means more than being able to understand the words on the page –
it means being able to question the ideas and understand the perspective and impact that spoken and represented language has
on us and our communities of learning. I need to encourage, what skills I need my students to use and what will inspire them
to grow as learners.
Each person who walks into my classroom knows that this
is an optimistic place where ideas are accepted and students are valued as part of a team focused on their needs.
2. Support for
student learning
A vital component of my personal philosophy is access
to unbiased education is a right and that right applies to all children – not just those who learn in the same way that
I learn!
To measure what will interest my students I use student
surveys that ask the students about their preferences, experiences and desires. I use standardized testing programs as a method
of comparing my observations and personal judgments about student’s behaviours.
I find out what the strengths of the child are and then
use those strengths to help them develop through various activities.
I use the inventories and track through the school library,
public library, catalogues and Professional Learning Communities to find what best suits the child. I regularly use factual
/ expository text from the Social Studies and Science curriculum to teach how to read and use factual text to gain understanding
of new thoughts.
3. Equitable
and respectful treatment
I believe in carefully selecting a program and then having
the student use the program to decide if it meets her / his needs. Encouraging
variety and access in the classroom is essential to modeling equality and fairness.
I introduce literacy as a way of helping others understand
what we mean. Teaching using the strategy of Making Connections is so useful because my students identify the delicate and
apparent messages in our media, choices, and texts that influence how we distinguish and respond to situations.
4. Growing as
individuals and as contributing members of society
Part of motivating students to read and
inquire about the world around them is linking what we are doing with what is going on in their world. Highlighting the use
of making connections between the text and themselves, other texts and life lessons is a way of inspiring students to use
what they know and to learn something new.
Clearly teaching questioning as a strategy to focus attention
and to help organize information helps me to share responsibility for learning from myself to the students. Through unambiguous
teaching, modeling and student practice of reading strategies I am able to move away from the traditional to a facilitator
for student-centered learning.
5. Assistance in becoming lifelong learners
Through using a balanced approach I impart
my lessons with appropriate ideas and invite multiple perspectives to explore real-world issues. My students develop their
own perspectives.
To find out what my students understand
I ask them to reflect on their learning. When investigating a larger idea we question how we can be certain of what we know.
I stress that my students have to recognize what works for them and that we need to use our strengths to develop our challenge
areas. For example, my students do not put their head down and give up when they come across a word problem in Math, or challenging
text in any context because they know there are many strategies they can use to find out what they know. I share my own strategies
and encourage problem-solving skills.
Rationale:
Learning is making sense. The students make active attempts to abstract meaning in the process of learning. Learning is understanding the reality. Learning enables to
perceive the world differently. Thus has also been termed “personally meaningful
learning”. Students are more likely to learn effectively if they motivated
to learn.
As a teacher,
I demonstrate commitment to the well-being and development of all pupils
Dedicate in my efforts to teach and support pupil learning and achievement
Treat all pupils equitably and with respect
Provide an environment for learning that encourages pupils to the problem solvers, decision-makers, lifelong learners,
and contributing members of a changing society.
Learning process includes all
kind of students. Students with different learning styles like exceptionalities;
multiple intelligences etc; It is my duty to determine the level the student is at and help him / her to progress to the next
level. Learning through doing, participating, expressing themselves is highly
recommended. As a teacher, I have to facilitate and guide. Teacher works has a decision-maker and teach the prescribed curriculum expectations. Teacher has to work as a team player.
Valuing diversity and equity in
my class room is the priority. I always welcome the new comers and protect the
right of the minority groups. I work towards preserving our bilingual heritage
and promoting multiculturalism (Multicultural vision). My responsibility is to
raise the awareness of differences, encourage sensitivity and promote mutual respect among the students.
Environment for learning: Click on this link to read the lists of items are essential
in order to ensure an environment for learning and successful program for my learners.
Multiple
Intelligence: Click on the link to read my view of multiple Intelligence and how we can apply M.I. theory
help students learn better.
Multicultural
vision: Click on the link to read the views must be taken care of
for the multi cultural vision in the class room and for the school as a whole.
