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 ©