Teaching Statement

I recently had to create a “teaching statement.” I was not quite sure what this was really and assumed it was the new lingo for “philosophy of education.” Although similar in part, there are some distinct differences (a philosophy is more big picture where a teaching statement is defined by specific examples).

Thank goodness for Google! I came across this website that had tons of helpful information. Here is my brief synopsis of its requirements:

This website helped me answer specific questions like how I facilitate student learning, goals that I have for myself and my students, evidence of student learning, etc.  I then rearranged the answers so that the document flowed and best reflected my most salient points. With that in mind, here is what I believe about teaching (no judging!):

Teaching Statement

I am passionate about teaching and I love children. It is my desire to help students develop habits of becoming a life-long learner and a citizen of upmost character. I push each boy and girl to become the best student and human being that they can be every day. I have high expectations of the work they produce, the way they communicate with one another, and their development of an optimistic and excited approach to learning opportunities.

My classroom is my sanctuary. I use soft lighting from various lamps placed around the classroom in order to create a comfortable and soothing feeling. I use bright colors in my anchor charts and decor located around the classroom to invite students into the learning space. I play jazz and blues music softly in the background during independent work time to soothe anxiety and keep students engaged in their work. I spend every moment cultivating a safe environment where students can take risks, work together, and have fun while learning.

As a teacher, I strive to effectively provide instruction at or above each student’s developmental level.  I also take pride in helping my students set and achieve both personal and professional goals. I aim to educate the whole child and care as much about the level of their self-confidence as I do about their academic performance. I strongly believe that students should be pushed outside of their comfort zone and take risks as a learner. The most effective way I have learned to prepare students for success is to make them independent. They must rely on themselves and their classmates during the learning process rather than looking to me for answers. In everything I do, I ensure my students  assume ownership in the learning process. I continuously model academic strategies so that students know the expectation placed on them. I then require them to not only perform at this high level through multiple scenarios, but also hold their peers accountable to do so as well.

All students have the capacity to be successful in the classroom. As a teacher, it is imperative that I determine each student’s learning style and to teach to his or her current level of understanding. Students are strategically paired by learning ability so that they can learn from one another without frustration.  These achievement levels change constantly by topic and day depending on the acquisition of a particular skill. Students learn a significant amount by teaching one another. Therefore, having varying abilities in the classroom is of benefit to each student involved.

My teaching has morphed over the past 8 years from teacher-led to student-led. I have left direct instruction behind in favor of teaching students in small groups. Research and district requirements initiated my shift in teaching style, but as I learned more about best practices I realized first-hand how beneficial this instructional approach can be to students.  It individualizes the learning experience and although it’s more challenging to differentiate instruction due to the extensive preparatory work, it is truly what is best for students. I realize how significant each moment in the classroom is and a moment wasted moving too fast or too slow can disengage a student.

I break my teaching points into mini lessons to be taught over a series of days. After a 10 to 20 minute mini-lesson, I release students to begin to work independently and I pull a small group to dive deeper into the concept to ensure skill acquisition. This targeted instruction ensures that students who need additional practice on a particular skill receive the reinforcement and the students that are ready to extend their learning can do so. Collecting informal and formal data throughout a lesson allows me to know which aspect of the content needs to be re-taught as well as which students need supplemental instruction to extend or remediate instruction. Each day, I can see the rate of the retention of skills in my student’s performance.

My teaching style of utilizing a mini lesson format coincides with my belief that students need to become the captain of their learning journey. If I use direct instruction all day, I am doing most of the work and students are not thinking for themselves. If I step back, however, and allow students to think through a situation, they will be able to strengthen their critical thinking skills, accurately reference and utilize instructional materials, and persevere until they are successful.

The Common Core State Standards have enhanced students’ opportunities to think outside the box and apply what they are learning in the classroom to the real world. It pushes me to require my students to think in a higher-order fashion in all that they do. Technology is the wave of the future and getting students to compose their writing in a word document or present their historical findings in a Power Point presentation is necessary so that they are prepared for college and career field.

I know students are learning when they can teach each other, ask questions that not only clarify material but extend the topic, and most of all witness how they grapple with the content and assume leadership in their learning experience. I am less concerned with the grades students receive, and more concerned with the path they take to achieve. For me, it is about growth and development of a student’s thinking over time. This progress is what motivates a student and keeps the desire to learn burning throughout their lifetime. When I can get a student to take ownership of their learning, I know they have achieved success.

I absolutely love what I do for a living. Education is the most powerful asset an individual can acquire. Children are our future. I do not take for granted the bond I form with each and every one of them. I am truly blessed to be in the position to watch them transform into reflective individuals. They make a difference not only in my life, but also in the world at large.

 If you had to create a teaching statement, what would yours say?

About the author, Gretchen

I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.

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