Journal #2

My Teaching Philosophy

My Philosophy on Growth

When asked, most individuals often associate the idea of learning with the end goal or the finish line. The thing you celebrate, chase, and eventually attain. However, growth happens long before one reaches that point. Growth is in the small steps, the mistakes, and every moment you try again. Due to the modern education system's prioritization of final grades over genuine progress, the definition of the word 'growth' has lost its true meaning.

Prioritizing Progress over Perfection

As an aspiring educator, I want my students’ learning experience to reflect my philosophy of seeing growth as progress rather than just an end goal. For that to happen, I must prioritize progress over perfection. Effort, resilience, and improvement should be celebrated just as much as others celebrate getting straight As in their grade book. For instance, a student improving from 45% to 65% may not seem like much at first, but it shows progress, and progress is growth, which deserves recognition. I will utilize progress tracking and progress-based feedback so students’ growth will be highlighted along with their final results.

Redefining Failure

Second, my classroom should promote a transformed perspective on failure. Instead of avoiding it, I must emphasize that failure is simply part of progress. If a student does not achieve the grade they were aiming for, I would still acknowledge and even praise their effort. They may have fallen short of their goal, but there is value in the courage it took to try in the first place. To have them see failure in a different light, I will normalize it. I’ll have each student see their mistakes as opportunities for growth. As Henry Ford once said, “Failure is simply the opportunity to begin again, this time more intelligently.” This quote teaches us that failure is a opportunity to learn, rather than something that we should react to negatively. In the classroom, I will have each student replace phrases like "I am wrong" or "This was a mistake," and I may even highlight and make some mistakes myself to make it clear that mistakes are normal.

Building Independence

Lastly, students must learn how to respond to failure independently. In the real world, there will no longer be a teacher like myself helping them out whenever they are faced with failure. I want them to accept failure and turn it into something that empowers them, rather than responding to it negatively. For example, if a student gets several questions wrong, instead of simply accepting the grade, I would guide them to review and understand their errors so they can grow from the experience. To further help them develop this skill of independence, I will gradually decrease assistance and support in the classroom. This does not mean that I’ll leave them on their own, but I will place them in situations where they must think critically and reflect on their past failures to allow them to grow independently.

Qualities My Students Will Need

For my students to reach their fullest potential in alignment with my teaching philosophy, they must develop certain qualities that they can use even beyond school. First, they must develop a growth mindset. This means that they must see each mistake or failure as an opportunity for growth rather than a setback. Second, they must learn persistence. When faced with a setback, they need to keep going even if things get difficult. They must learn that growth is not comfortable; it only happens when you step outside your comfort zone and challenge yourself. Lastly, they must have self-reflection skills. They must know how to recognize their own progress and areas for growth. This is essential for individuals who want to learn independently and continue improving long after they leave the classroom.

Rethinking Assessments

When it comes to assessments, the current grading system is flawed. It has been proven on multiple occasions that these traditional forms of assessments can be replaced with alternatives that are more effective in demonstrating what a child has actually learned. In my classroom, I will refrain from giving my students these outdated forms of assessment. Instead, I will focus on project-based learning. Project-based learning is a form of assessment where students show what they have learned through more creative formats such as essays, songs, presentations, and so on. With this method, students are given creative freedom that allows them to demonstrate their understanding in ways that suit their strengths. This creates an environment where assessments can be evaluated more fairly, with consideration for each student's unique intelligences and ways of thinking.

My Role in Special Needs Education

In special needs education, I see teaching as meeting students where they are and guiding them forward from that point. The most important thing that students should gain from this discipline is not just knowledge from books, but the confidence to navigate a world that will have them face failure again and again.. They need to understand their own strengths, recognize that their pace of learning is valid, and develop the ability to advocate for themselves when they need something. One of the primary problems students encounter is the assumption that there is only one right way to learn or be assessed, which can leave them feeling like they are constantly falling behind. To address this, I will use the strategies I have already stated earlier. When a student struggles with a traditional written assignment, I will have them show what they know through a hands-on project or a verbal presentation instead. If a student becomes frustrated after multiple attempts at a task, I will sit with them and track the small improvements they have made since they first started, shifting the focus from what they have not yet mastered to how far they have come. My goal is to create a classroom where each student leaves knowing that their way of learning has always been enough.

How I Will Keep Growing

I will improve my teaching by never assuming I know it all. Every year, every student, and every classroom is different, so what worked once might not work again. I will pay attention to my students. If something is not landing, if they seem checked out or frustrated, I will take that as a sign to step back and rethink my approach. I will also ask them directly what is helping and what is not. Sometimes the best feedback comes from just listening. Just because I am the teacher in the classroom does not mean I can't learn from students as well. In addition, I could also learn from my other co-teachers. I could ask questions, ask for advice, and even swap strategies that worked or flopped. I will use resources around me, and work with those around me whether they be students, teachers, or even people outside of school. This way, I will continue my learning journey and continue to grow as a teacher and as an individual.