Sample Philosophy Statements for A Teacher's Action Plan
I believe ...
Students Children People
- have the right to be educated in a nonthreatening environment.
- learn best knowing that punishment is available.
- are individuals with unique characteristics, interests, abilities, and needs. are pretty much the same and all need basically the same thing at the same time.
- are constantly learning.
- should have an equal opportunity to learn, based on their needs, interests, and abilities.
- are very different in ability and the better students should be given better opportunities than the less able.
- want to learn if they are in school. do not want to learn and a good teacher will make them.
- are not responsible for learning. are responsible for learning. will be enthusiastic about learning as the teacher is of teaching.
- misbehave in school when they become defeated and discouraged and are unable to find constructive solutions to their frustrations and disappointments.
- misbehave because that is their nature and society has to civilize them.
- should experience success in all aspects of school life. do not act in a responsible manner.
- have a desire to act in a responsible manner.
- should be treated as individuals. should all be treated the same to maintain consistency.
- need to feel important.
- need to experience a threatening atmosphere in school to better prepare them for real life.
- should never tell an adult he or she is wrong.
- have a moral obligation to remain loyal to their parents no matter what the circumstances.
- have to earn their rights in school.
- should have the right to decide what they learn and how they learn it.
Learning is enhanced
- when content is relative to students' lives.
- when students have choices in selecting educational experiences.
- when students are told what to do. when students can relate the concepts to everyday life.
- when activities are not related to the student's experiences so they can increase their knowledge of the world.
- with hands-on material. with actual experience rather than vicarious experience.
- when it is not confined to the classroom. by staying in the classroom and not inviting anyone into the room. when students write.
- with the use of workbooks. in an intellectually stimulating environment.
- when students are actively involved through exploration, organization, constructing, negotiating, translating, extending, reflecting, and assessing ideas.
- when teachers maintain high expectations. when teachers show and tell students what to do and then check for understanding with individual practice.
- in an atmosphere where learning experience match individual differences.
- in an atmosphere where people enjoy each other's company and their accomplishments.
- in an atmosphere where the teacher is the expert and no student challenges the teacher's ideas.
- in a risk free, relaxed environment. by stopping student interaction.
- in a classroom that is varied and interesting. with creative experiences.
- through using the same materials and instructional methods in each subject and its activities. a variety of teaching strategies, materials, and experiences.
- when it is initiated concretely, before abstractly. through proper modeling.
- when students know why they are learning.
Teachers
- should maintain a persistent commitment to maintain student interest and involvement in learning, should believe that all students can learn.
- should be capable of putting ideas into practice in a variety of ways.
- should show caring, respect, and trust toward all students. should operate through accepted procedures and protocol.
- should admit their fallibility and acknowledge mistakes. should demonstrate emotional and physical stamina and enthusiasm for teaching and learning.
- should value and be well organized. should value effort and ability and help students develop self-efficacy.
- should be committed to creating a caring community of learners. should discipline with the ultimate goal of discipline as self-discipline and independence.
- should handle discipline in a low key manner. should publicly humiliate a misbehaving student to make an example so others will not model the inappropriate behavior.
- should not allow students to interrupt their teaching or students to stop their learning or the learning of other students.
- primary role is a disciplinarian. must maintain order at all costs. primary role is as a facilitator of learning. teach by modeling appropriate behaviors.
- should meet students' needs. should help students reach their potential. need to be enthusiastic.
- need to be objective when evaluating student behavior and academic performance.
- should evaluate and grade student's work based on effort and academic performance.
- should evaluate and grade student's work based on effort.
- need to plan learning experiences that create disequilibrium. need to get students excited about learning.
- should focus on student accomplishments and encourage and expect academic excellence.
- should make use of the community resources. need to be confident and optimistic.
- should use an eclectic approach. should allow equality for all students.
- should treat the gifted students better than other students since they will be the leaders of the world.
- should arrange the classroom to create a positive atmosphere.
- should arrange the classroom primarily to control student behavior.
- should arrange learning experiences to create a positive atmosphere.
- should expect high academic standards for all students. should expect academic standards relative to the individuals ability.
- should provide a psychologically safe environment.
- should respect each student as an individual. should be effective classroom managers.
- should create a learning experience so that students will succeed and failure is not feared. should provide challenging experiences.
- are not students and therefore should not be expected to follow the same rules as students.
- are allowed to drink coffee or other beverages in the classroom when students can not because they are teachers.
- need to be well educated and intelligent. should have an adequate knowledge of the subject knowledge.
- do not have needs in the classroom to be met for them to be effective teachers.
- need to have their needs met in the classroom for them to be effective teachers.
- should cooperate with other professionals to benefit students. should cooperate only with teachers who have the same philosophical beliefs as you must be intrinsically motivated to do their best.
- continue professional growth by attending classes, workshops, inservices, seminars, reading and discussing educational issues.
Grouping
- students should not be grouped. students by maturation level, skills level, and similar interests can provide effective instruction.
- processes must be taught. groups should be temporary and changed frequently.
- is important for students to learn effective social skills.
- causes confusion and encourages off task behaviors.
- promotes cooperation. promotes verbal communication with the interchange of ideas. builds positive interpersonal relationships.
- promotes negative student behaviors. promotes socialization with the curriculum content as the focus.
- promotes learning of the content. does not promote learning but is necessary to teach students how to get along with other.
Educational Programs
- should provide the best education possible.
- should be designed so the teacher can give the students all the information necessary and reduce student's opportunities for choice.
- should strive for democratic classrooms. should use an eclectic approach.
- administrative policies should be clearly stated.
- encourage parents to participate in their childs' education.
- should emphasize quality over quantity. should emphasize quantity over quality. should provide experiences to meet the needs of all students.
- should provide experiences to meet the needs of the average student. should provide experiences to meet the needs of special students.
- should provide experiences so each student achieves their potential.
- should include learning experience so that students will succeed and failure is not feared. should be motivational. need not be motivational.
- should emphasize critical thinking, problem solving, and self-discipline.
- should foster continuous growth.
Dr. Robert Sweetland's Notes ©