Classroom Philosophy

What is your classroom philosophy in 3-5 sentences?  Do your students know that? If so, how?

6 Responses to Classroom Philosophy

  1. Mark Barnes says:

    I teach in a Results Only Learning Environment. This is a workshop setting that disdains all traditional teaching methods — lecture, homework, worksheets, tests and grading. I believe students should decide how they demonstrate learning, using year-long projects, Web 2.0 and social media integration, cooperation, reflection and self-evaluation. This is how learning in the 21st century should be.

  2. Karl Mason says:

    Success for all, regardless of attitude or ability.

    My students do know this, I convey it to them explicitly, and with my language and attitude. I do try and create an ‘us against the world’ attitude too!

  3. Karl Mason says:

    I have been thinking about this a little more, I think there are two pathways as a teacher and whichever you take determines a lot of how your lessons will be. There is the ‘one-size fits all’ approach which is where you teach, they listen, you show, they do, you are master and commander, this is what I call the teacher approach.

    Then there is approach two, which is what I am trying, which is where you are a facilitator and they are the learners, you don’t do much board teaching, you give them a set of objectives which they can attempt in any order and do any task, they can do the harder stuff, or the easier stuff, peer mentoring and peer teaching is super-important, working with each other, being a good learner, wanting to learn and wanting to achieve are all brought to the fore. This changes a lot of the questions that you ask, and really changes the paradigms of teaching.

  4. Jim Doherty says:

    Karl,

    I recently read an interesting summary of the two modes you describe (master v facilitator) and I think it is one that the students can really process. The teacher can either play the role of Superman – possessor of super powers, mystical in nature, held only by the teacher, or the teacher can play the role of Iron Man – possessor of powers in the form of a tool that can be used by others if they learn its secrets. I am not doing this example full justice but the idea comes down to this – I can do this, but so can you. I try to model this by being explicit about the struggle to solve problems. I do not want my students to think I have some mystical pipeline to mathematical truth, I want them to see that there is a process and that they too can master this process.

  5. Karl Mason says:

    Jim,

    Do you have a link?

  6. MBP says:

    Work hard, be nice, make mistakes. ( KIPP + f(t) )

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