A Note On My (Current) Teaching Philosophy

I came to my current job from traditional schooling with all sorts of Kagan strategies, projects, flipped classroom ideas, and past lesson plans to discover I was walking into a different animal all together. I started my career in an alternative education situation, so I adapted quickly. There are some things that remain the same no matter what.

My teaching philosophy starts with my faith: God loves them. I should, too.

That flows into: They are MY students. Make it work.

I want any students who comes into my room to know they are welcomed, wanted, and belong. Even if they're out to get me, I want them in my room so that I can work with them. 

Once they're in my room, it's a five step process:

1 - Establish that I care.

2 - Establish that I can help.

3 - Establish that I am who I say I am and I mean what I say.

4 - You're not going to change that.

5 - I'll see you tomorrow.

Sounds simple, but it takes more work than any of the kids realize.

First is establishing I care. Most of my students come in with a low opinion of teachers and authority figures. I greet them. I listen. I accept them as they are. I pay attention to their interests and let them know. 

Next, I establish I can help. In a perfect world, the kids would already have a growth mindset and be willing to work. I make a point of working one on one with kids and I scaffold heavily in the beginning. It helps tie in to #1. I let the kids know that I think they're worth the effort. I try to find small success and build them up into greater ones.

A lot of work goes into the third step. Most students are willing to accept that I may care and I can help, but they're not sure how deep that commitment goes. They also test boundaries and procedures. I've had students try anything and everything to get a rise out of me, distract me, drive me a way, or test if I really mean what I say. 

Which goes into step four, I'm me no matter what happens, and then step five, I'm not going anywhere.

Throughout all of this, I am as explicit as I can be. I don't assume anything. I have very clear procedures and routines and explain why I do what I do. I am as up-front as possible. I ask reflective questions and frame things so that students have choices with clear consequences (good and bad) and accountability. I want to teach social skills, mindset, attitude, curiosity, and hope as much as I want to teach academics. I want effort to be acknowledged and rewarded.

I work to be predictable. I want students to figure me out. "You know I'm going to do ______. You need to make a choice about what you want out of it and what you're going to do." Or, "You know if you _______, I'm going to ______. How can you get ______?" If a student tries to make a deal, "I'll do ______ if you let me play Uno," then I stick to it. Sometimes I even allow a student to 'work me' to make sure I establish that my word is good in the future. The students live moment to moment, but I try to play the long game even while I'm present in the present.

It's a marathon process. I know I have a strong foundation, so I work to be like the tide and outwear the students. Have a shitty day? I'll help how I can. Threaten me? I'll be right here tomorrow. 

I am under no illusions. I am not capable of saving anyone (that is something God alone can do). People have to make their own choices in the end. I can be a caring, positive support and voice of encouragement. I work to try and build people up at least a little each day. I highlight successes, track growth, and create memories. I do this directly ("Remember how tough this was a month ago?") and indirectly ("You know Mrs. C? When she says she cares, she really means it. She goes out of her way to do ________ for you all. Who else do you know that would _______"). 

As for myself, I've built up something of a reputation for "You know he's going to make you do some work, but he's cool once you're done." I like it that way.

The other day, a student said, "How did ______ graduate? He never did shit." To which I replied, "Well, he had me for math. I'm such a nag you know he did work there." I was happy when that got a nod.

Which brings up another part of my reputation: My sense of humor. Work doesn't have to be miserable. It should be rewarding and it can be fun!

The more I write, the more I want to cram in. I feel like I could break out a scatter plot and draw up a table of contents for my full thoughts on the matter.....and then I would think of new things and/or revise old ones to the point I would never have a final product! I learn new and old things every day.