A key component of my philosophy of teaching is the notion of the reflective practitioner. Although approaches to reflective teaching vary, reflective teachers generally accept that their teaching practices, and the motives for those practices, should be critically questioned and continually refined. Critical reflection is not limited to teaching techniques, but includes one’s attitudes, beliefs, behaviors, and perceptions. I view being a reflective practitioner as being a lifelong learner. This involves the continual examination of my teaching practices and the continual reinvention of myself as a teacher in response to the experiences, and lives of my students.
I believe that every child is capable of learning. Because of this, I endeavor to teach to all types of learners because I know not everyone learns the same.
I believe that teaching is not so much about what you do to students, but more about what you do for students. A teacher cannot force learning to take place, but they can do a great deal to create an atmosphere were students want to learn. Learning is so personal and varied that it is unreasonable to believe that a teacher can use a traditional teacher-centered approach to instruction to affect real learning that is meaningful for all students.
I believe that all education does not occur within the school. School is part of life. Learning does not end when students receive high school diplomas. Therefore, teachers should help students learn to continually ask and answer questions – to be lifelong learners. The learning skills students develop while in school will be retained long after many of the specific facts the learned fade.