My teaching philosophy has been influenced by my experiences in the classroom, researching best practices, and learning what students in the 21st century need to be successful. I have narrowed down my credo into three pillars: Relationship, Community, and Engagement. I will explain each of these in greater detail.
Relationship with students and families:
It is crucial that each student feels safe, important and cared for when they come to school. It doesn’t matter which neighbourhood or grade you made teach- some students that arrive at school view the classroom as the only stable part in their life. Having a personal relationship with each student is key to a positive learning environment. Students will not be able to learn if they do not feel cared for and safe.
It is crucial that each student feels safe, important and cared for when they come to school. It doesn’t matter which neighbourhood or grade you made teach- some students that arrive at school view the classroom as the only stable part in their life. Having a personal relationship with each student is key to a positive learning environment. Students will not be able to learn if they do not feel cared for and safe.
Maslow’s Hierarchy of Needs is a model of human needs that can be very helpful in determining the needs of students. The first layers of Maslow’s Hierarchy of Needs are Physiological, Safety and Love/Belonging. I have taught so many students that do not have these basic needs met, and this is heartbreaking. At the schools I have worked at, there are meals programs that families can enroll in to have food provided for their child. |
In a classroom environment, both the Safety and Love/Belonging stage of Maslow’s Hierarchy of Needs are quite connected. Classrooms need to be safe places for students, where they feel loved and accepted. I spend a lot of time in my classroom talking about what a class community looks like. It is important to get to know your students' interests to develop those relationships and build trust with each student.
In addition to this, it is also important to build relationships with the students’ families. Because I teach in an elementary school, these students are still learning how to be responsible for their learning, and for their behaviour at school. By keeping communication open with families, this holds students accountable for their actions. It is important for families to hear positive messages (not just negative ones) from their students’ teachers. Some of the most impactful ways to increase social presence with students and families are as follows: 1) Emotional expression through humor or self-disclosure, (revealing personal info) 2) Open communication is respectful and reciprocal – for example by quoting or referring to another learner in their response, 3) Group cohesion or a sense of belonging to the group (Chan, 2020). By sharing parts of my life with my students, I am inviting them to share information about themselves with me in return. This goes a long way in creating an enjoyable learning environment.
In a classroom environment, both the Safety and Love/Belonging stage of Maslow’s Hierarchy of Needs are quite connected. Classrooms need to be safe places for students, where they feel loved and accepted. I spend a lot of time in my classroom talking about what a class community looks like. It is important to get to know your students' interests to develop those relationships and build trust with each student.
In addition to this, it is also important to build relationships with the students’ families. Because I teach in an elementary school, these students are still learning how to be responsible for their learning, and for their behaviour at school. By keeping communication open with families, this holds students accountable for their actions. It is important for families to hear positive messages (not just negative ones) from their students’ teachers. Some of the most impactful ways to increase social presence with students and families are as follows: 1) Emotional expression through humor or self-disclosure, (revealing personal info) 2) Open communication is respectful and reciprocal – for example by quoting or referring to another learner in their response, 3) Group cohesion or a sense of belonging to the group (Chan, 2020). By sharing parts of my life with my students, I am inviting them to share information about themselves with me in return. This goes a long way in creating an enjoyable learning environment.
Class community:
Part of students feeling safe in the classroom comes from their peers. It is very important to encourage a classroom that creates a positive learning environment. After the first three layers in Maslow’s Hierarchy of Needs is the Esteem layer. Involved in this layer is self-esteem, confidence and respect. Part of feeling safe and loved in a classroom is interconnected with self-esteem and respect. Students need to have respect for one another, and believe in themselves and their abilities. There needs to be time for students to collaborate, discuss with classmates, work in partners, ask questions, give compliments, and share emotions and humor. Students need to connect to the content, each other, and the teacher.
Part of students feeling safe in the classroom comes from their peers. It is very important to encourage a classroom that creates a positive learning environment. After the first three layers in Maslow’s Hierarchy of Needs is the Esteem layer. Involved in this layer is self-esteem, confidence and respect. Part of feeling safe and loved in a classroom is interconnected with self-esteem and respect. Students need to have respect for one another, and believe in themselves and their abilities. There needs to be time for students to collaborate, discuss with classmates, work in partners, ask questions, give compliments, and share emotions and humor. Students need to connect to the content, each other, and the teacher.
One of the most powerful ways to encourage this is by fostering a Growth Mindset within the classroom. Growth mindset allows students to look at setbacks as an opportunity to learn and try again, whereas a fixed mindset views challenges as failure. By teaching students they have the power within themselves to reframe their thoughts into a growth mindset, they “understand that their intelligence is not limited, they succeed like never before” (Brock & Huntley, 2016). Growth mindset increases self-esteem and self-confidence. |
Additionally, differentiating my teaching affects the self-esteem of students. Differentiation can be defined as “tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction” (Submitted by Robin Mills (not verified) on March 23, 2019). Students feel most successful when they have a balance between being challenged and being able to accomplish the task before them. This can be referred to many things: The Zone of Proximal Development, or Scaffolding students, Targeted Instruction, or Differentiated Instruction. Regardless of the vocabulary associated with this concept, it is important to me that my instruction is student-centered, and each student is capable of learning within the classroom at an individual level.
Regulating emotions is a very big challenge for many students. I have noticed this even more so during the COVID-19 Pandemic. Self regulation is defined as “the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations, and to handle frustration without an outburst” (How Can We Help Kids With Self-Regulation?). Explicitly teaching emotional regulation strategies is perhaps the most effective way to help students process their emotions.
If the classroom community exhibits growth mindset, self-esteem, respect for others, and self-regulation, these values will spill out into the school community as well. Students are responsible for creating a positive school environment, regardless of age/grade. Reminding and teaching students that they have an impact in the school community allows students to have a greater sense of purpose.
Regulating emotions is a very big challenge for many students. I have noticed this even more so during the COVID-19 Pandemic. Self regulation is defined as “the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations, and to handle frustration without an outburst” (How Can We Help Kids With Self-Regulation?). Explicitly teaching emotional regulation strategies is perhaps the most effective way to help students process their emotions.
If the classroom community exhibits growth mindset, self-esteem, respect for others, and self-regulation, these values will spill out into the school community as well. Students are responsible for creating a positive school environment, regardless of age/grade. Reminding and teaching students that they have an impact in the school community allows students to have a greater sense of purpose.
Engagement:
It is well known that in order for deep learning to occur, students need to be kept motivated. Motivation can be defined as Intrinsic Motivation and Extrinsic Motivation, both of which are powerful forces that shape how we behave. These philosophies of motivation were developed by Deci and Ryan, and further refined by other researchers since the original definition was introduced. Extrinsic motivation can be defined as doing an activity in order to attain some separable satisfaction, whereas intrinsic motivation can be defined as doing an activity for its inherent satisfaction.
Gamification has the power to keep learners engaged and more motivated and recent studies have researched the positive impacts of gamification on motivation (Diane 2020). Gamification and game-based learning often utilizes extrinsic motivation in many ways. Factors such as rewards, incentives, levels, points or badges can keep players motivated to continue participating (Vermeulen 2021). This is particularly helpful for those who have trouble staying on task because they are not as intrinsically interested in what they’re learning. By focusing on creating a gaming environment that includes factors that assist with extrinsic motivation, students will likely stay more motivated in their learning.
Research has shown that the use of digital technologies enhance learning outcomes, increase pupil engagement and offer more efficient management and organization of learning (Perrotta, 2013). Perrotta (2013) argues that because all students learn differently, technology allows for teachers to incorporate different learning styles. Throughout the OLTD program, I have seen time and time again how gamification is a great way to engage students. The research shows individuals are motivated by Autonomy, Purpose and Mastery in motivation (RSA Animate: Drive, 2010); Marczewski (2019) explains that vide games are engaging because they contain Relatedness, Autonomy, Mastery and Purpose. We are motivated by wanting to be in control (Autonomy), want to get better at something (Mastery) and we want to belong to something (Purpose) (Jim Gee Principles on Gaming, 2013). Any form of game-based learning, or any form of gamification results in higher engagement from students. James Paul Gee theorizes teaching with these elements women throughout the curriculum can create high levels of engagement, similar to engagement in video game
It is well known that in order for deep learning to occur, students need to be kept motivated. Motivation can be defined as Intrinsic Motivation and Extrinsic Motivation, both of which are powerful forces that shape how we behave. These philosophies of motivation were developed by Deci and Ryan, and further refined by other researchers since the original definition was introduced. Extrinsic motivation can be defined as doing an activity in order to attain some separable satisfaction, whereas intrinsic motivation can be defined as doing an activity for its inherent satisfaction.
Gamification has the power to keep learners engaged and more motivated and recent studies have researched the positive impacts of gamification on motivation (Diane 2020). Gamification and game-based learning often utilizes extrinsic motivation in many ways. Factors such as rewards, incentives, levels, points or badges can keep players motivated to continue participating (Vermeulen 2021). This is particularly helpful for those who have trouble staying on task because they are not as intrinsically interested in what they’re learning. By focusing on creating a gaming environment that includes factors that assist with extrinsic motivation, students will likely stay more motivated in their learning.
Research has shown that the use of digital technologies enhance learning outcomes, increase pupil engagement and offer more efficient management and organization of learning (Perrotta, 2013). Perrotta (2013) argues that because all students learn differently, technology allows for teachers to incorporate different learning styles. Throughout the OLTD program, I have seen time and time again how gamification is a great way to engage students. The research shows individuals are motivated by Autonomy, Purpose and Mastery in motivation (RSA Animate: Drive, 2010); Marczewski (2019) explains that vide games are engaging because they contain Relatedness, Autonomy, Mastery and Purpose. We are motivated by wanting to be in control (Autonomy), want to get better at something (Mastery) and we want to belong to something (Purpose) (Jim Gee Principles on Gaming, 2013). Any form of game-based learning, or any form of gamification results in higher engagement from students. James Paul Gee theorizes teaching with these elements women throughout the curriculum can create high levels of engagement, similar to engagement in video game
I find it very interesting that the Indigneous Circle of Courage has very similar constructs woven throughout the Indigneous perspective of learning. While it is tempting to think high levels of engagement may only happen within a digital setting, Indigenous cultures have been using these values embedded within cultural learning for years.
The Circle of Courage integrates Indigneous philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research (Brendtro et al., 2012). Involving Indigenous Principles of Learning is important for my Credo. Learning is never confined within education; it is fluid, dynamic and part of everyday life. So while I want my classroom to be a place where all students are able to deeply engage in their learning, I also hope my students will become life-long learners, and stay curious about the world around them. |
References
Brendtro, L. K., Brokenleg, M., & Bockern, S. V. (2012). Reclaiming youth at risk: Our hope for the future. No Publisher.
Brock, A., & Hundley, H. (2016). The growth mindset coach: A teacher's month-by-month handbook for empowering students to achieve. Ulysses Press.
Chan, K. Social Presence in Online Learning Communities | Community of Inquiry Framework. (2020, May 28).
https://www.youtube.com/watch?v=KQmFRACvxfI
Isabelle, Diane. (2020). Gamification of Entrepreneurship Education. Decision Sciences Journal of Innovative Education. 18. 10.1111/dsji.12203
Jim Gee Principles on Gaming. (2013). Retrieved January 28, 2022, from https://www.youtube.com/watch?v=4aQAgAjTozk
Marczewski, A. (2020, August 4). Introduction to Gamification Part 4: Motivation (R.A.M.P, Maslow, SDT and more). Gamified UK - #Gamification Expert. https://www.gamified.uk/2019/01/30/introduction-to-gamification-part-4-motivation-r-a-m-p-maslow-sdt-and-more/#google_vignette
Perrotta, C. (2013).Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers' perceptions. British Journal of Educational Technology, 44(2).
RSA Animate: Drive: The surprising truth about what motivates us. (2010). Retrieved January 28, 2022, from
https://www.youtube.com/watch?v=u6XAPnuFjJc
Submitted by Robin Mills (not verified) on March 23, What is differentiated instruction? Reading
Rockets. Retrieved January 29, 2022, from https://www.readingrockets.org/article/what-differentiated-instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20successful%20approach%20to%20instruction
Team, E. (n.d.). How Can We Help Kids With Self-Regulation? Retrieved from https://childmind.org/article/can-help-kids-self-regulation/
Vermeulen, C. (2021, August 23). 11 Ways Gamification Benefits Entrepreneurial Learning In Youth. Retrieved from https://urlystart.medium.com/11-ways-gamification-benefits-entrepreneurial-learning-in-youth-fca72d2cdec2
Brendtro, L. K., Brokenleg, M., & Bockern, S. V. (2012). Reclaiming youth at risk: Our hope for the future. No Publisher.
Brock, A., & Hundley, H. (2016). The growth mindset coach: A teacher's month-by-month handbook for empowering students to achieve. Ulysses Press.
Chan, K. Social Presence in Online Learning Communities | Community of Inquiry Framework. (2020, May 28).
https://www.youtube.com/watch?v=KQmFRACvxfI
Isabelle, Diane. (2020). Gamification of Entrepreneurship Education. Decision Sciences Journal of Innovative Education. 18. 10.1111/dsji.12203
Jim Gee Principles on Gaming. (2013). Retrieved January 28, 2022, from https://www.youtube.com/watch?v=4aQAgAjTozk
Marczewski, A. (2020, August 4). Introduction to Gamification Part 4: Motivation (R.A.M.P, Maslow, SDT and more). Gamified UK - #Gamification Expert. https://www.gamified.uk/2019/01/30/introduction-to-gamification-part-4-motivation-r-a-m-p-maslow-sdt-and-more/#google_vignette
Perrotta, C. (2013).Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers' perceptions. British Journal of Educational Technology, 44(2).
RSA Animate: Drive: The surprising truth about what motivates us. (2010). Retrieved January 28, 2022, from
https://www.youtube.com/watch?v=u6XAPnuFjJc
Submitted by Robin Mills (not verified) on March 23, What is differentiated instruction? Reading
Rockets. Retrieved January 29, 2022, from https://www.readingrockets.org/article/what-differentiated-instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20successful%20approach%20to%20instruction
Team, E. (n.d.). How Can We Help Kids With Self-Regulation? Retrieved from https://childmind.org/article/can-help-kids-self-regulation/
Vermeulen, C. (2021, August 23). 11 Ways Gamification Benefits Entrepreneurial Learning In Youth. Retrieved from https://urlystart.medium.com/11-ways-gamification-benefits-entrepreneurial-learning-in-youth-fca72d2cdec2