I researched the website given as a source of inspiration for my own philosophy of education.
Here are some things that I believe as a teacher:
-all students are valuable members of a class. No one student is more important than another
-each student brings special skills, experiences, and abilities to the class that can help our learning process to be full and diverse
-doing is better than being told. Whenever it is possible to "do" in my classroom and to be active, I take that opportunity as I feel these "doing" activities are the most significant and memorable
-I think students value being given choices and being able to create their own learning paths, so I try to provide as many choices and options as I can.
"Nothing is accepted, as valid, unless it springs from the roots of individuality" (R. Steiner)


Please share your philosophies of education. Use different colors or backgrounds and be sure to "sign" your name. Thanks!!

I believe that education is a universal right for every child of the world. I believe in an inclusive educational system; one that does not consider race, religion, disabilities, social or economic backgrounds when determining who should be entitled to learn. I believe that every kid has unique potential and that given a chance, he or she can become an important, active contributor to society. I believe in the beauty of diversity, where differences are respected and celebrated in the educational community.

My classroom will provide a caring and nurturing environment in which every child will feel safe and challenged to develop their full potential, and where students will be encouraged to share their ideas and learning experiences with other members of our community. My teaching style will be one that aims to meet each student’s particular needs, while respecting their own individual capabilities. I believe that every student, regardless of gift or disability, has something to offer. And it is my job to make sure that each child reaches its full potential, whichever that may be.

My instructional approach will reflect a variety of learning styles. I also strongly believe that curriculum must be dynamic and meaningful to all students. Teaching strategies that I use in the classroom must not only be engaging, but also inclusive. Among others, I believe in the effective use of differentiation, cooperative learning, small group work, projects, and hands-on activities that allow for students with disabilities to feel that they are truly an integral part of my class.

I will strongly encourage all students to respect themselves, other students, teachers, and all members of our educational community. Classroom management and discipline will be based on clear and specific rules that are taught the first week of school, and repeated continuously throughout the academic year. I believe that misbehavior must be addressed individually, always respecting the students’ dignity. Bullying and teasing have no room in my class. All in all, I believe in motivating and reinforcing good behavior.

Teaching is a lifelong learning process. I am eager to keep learning from students, parents, other colleagues and professionals. I believe in the importance of an active collaboration of families with other representatives of our school community. Each and all elements play a unique role in this long journey, which by the way is a worthy one.


As a cross cultural teacher from a bilingual/biracial family I believe i must have a broad view of culture in the classroom and this is an essential part of my teaching approach.
I embrace a whole language approach.
Significant points for me are :
- Working collaboratively with colleagues to ensure ELL learners where possible are active and equal participants in mainstream classes

- Making clear definitions of entry and exit requirements for the ELL program

- ELL students and their families feel secure, safe and cared for in the school and community environment

- All students have an understanding of diversity


Working with Dan on developing my educational philosophy, I started with the basic idea of what I would want to happen in my classroom and what I would want my students to have an understanding of by the end of our time together. These ideas are fluid and will change, but as such, what is important to me currently is:
-literacy is vital, as it is a gateway to further learning in our current system;
-teachers and students work collaboratively with each other and with their peers to bring new ideas to the table, spark new interests and open learning exploration;
-students have an understanding the importance of learning and value education.

It is hard to narrow down what I believe in as a teacher, however I have tried to come up with some main points:
  • A safe learning environment will encourage the students to express themselves
  • Predictability for the students help provide an environment where you can branch of when needed
  • Communication between student and teacher should be at the core of everything you do
  • Learning is a two way process where the student and teacher explore the content together for further understanding
- Tor

Serge's Teaching Philosophy:
Student centered
Whole child
Culturally sensitive
Integrated setting
Faith based


1.dialogue has struck a very strong chord with those concerned with popular and informal education. Given that informal education is a dialogical (or conversational) rather than a curricula form this is hardly surprising.--- Paulo Freire
2.Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing--- Paulo Freire
3.Personality is sacred. This constitutes the 'inner dignity of each individual for the young as truly as for the adult.--- Pestalozzi
4.As 'a little seed... contains the design of the tree', so in each child is the promise of his potentiality.---- Pestalozzi
5.Fourth, Pestalozzi is a classic example of the 'reflective practitioner'. He is concerned with action, with experimentation and yet, at the same time, he is committed to observation and reflection, and to trying to make sense of experiences and situations.--- Pestalozzi
6.Fitness Training (e.g., to compete with one's self in physical fitness; in so doing, train the discipline and determination of the mind through the body) Expeditions (e.g., via sea or land, to engage in long, challenging endurance tasks) Rescue Service (e.g., Surf lifesaving, Fire fighting, First aid)---- Kurt Hahn
7.For Dewey, the educator must manage the quality of students' experience in the present situation by interacting with, and adjusting, the circumstances. The educator must find ways of presenting relevant subject matter which maximally engages the interest and motivation of the student; Hahn would add that this experience must stretch the person beyond the students' limited self-conceptions and towards their potential. This requires compelling circumstances.

8.A educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas

-Teaching should be student oriented. ---It should keep the student as the central focus. Not just of academic focus but also in conjunction with personal focus-interest in the student as an individual involved in the experience of living life. Foster an open forum setting. Students feel comfortable question the teacher. Earned respect between all. -Teaching should be interactive. ---There should be respectful dialogue with students. Open communication. The student should be challenged and engaged in a social setting both mentally and physically. -Teaching should be experiential. Teaching should always be a learning process for both students and teachers from year to year. Room for PD. Collaboration. And Reflective introspection leading to risk taking as a teacher in the classrooms with different approaches. Risk taking; Differenation. Humanistic and social-reconstructive approaches.
Humanistic social-reconstructive respect communication open-environment Participatory differentiation knowledge collaboration comfortable student-oriented life respectful mutual respect open-forum risk-taking safe environment supportive mentoring student-centric social awareness social change exposure new experiences challenge self-identity personality-development character-building dialogue activate-prior-knowledge community discover social-capital reflective equality informal conversational Drew/Lisa

Sabrina & Lori: Thoughts on our Philosophy
-Helping students to develop a strong sense of personal identity: what influences and changes our identities?

-Taking an individualized approach to education, which fosters inclusion

-Empower students to be active agents in developing their own curricula

-Take elements of social reconstructionism and apply within meaningful contexts
-Helping children to think beyond boundaries and to think critically
-Giving students opportunities to serve, to apply new knowledge

-Literacy is key to what we do as teachers.

-Some of these theories (social reconstructivism, constructionsim, humanism, etc.) seem obvious at first glance, which is why some of us are hesitant to subscribe because we feel these values and attitudes should be inherent in every human being (particularly a teacher!) anyway. However, perhaps they are not and do need to be articulated.

-Teaching is a profession, which requires expertise and specific skill-sets, not just "being nice" and "liking kids".

-Interdisciplinary teaching is paramount.


Kim's Philosophy of Education:

-Every student should have an equal opportunity in the classroom
-Encourage students to use their individual strengths to enhance skills and knowledge
-Help students develop a healthy self image
-Promote healthy lifestyle: mind, body, spirit
-Encourage students to explore their gifts and set personal goals