CHRIS BENNINGTON

A Philosophy of Teaching statement embodies what type of teacher I am. It helps teachers to confidently express who they are as professionals and what we believe in. Effective Philosophy of Teaching statements are based on research into effective teaching, are tied into certain epistemologies of teaching and learning, and are formed from personal experience and the rules and regulations that govern our current teaching environment. 

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I feel that Philosophy of Teaching statements are not just entrenched statements that are impervious to change. Rather they change, like seasons,  as our knowledge and experience expands. I have had a chance to write a few philosophy/mission statements before taking my masters and I wanted to share with you one of them that I constructed. 

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"To become an inspiring teacher / consultant who empowers

teachers and students to become effective users of technology

to deliver and learn the curriculum within the classroom. My goal is to

help this school division to continue to be a leader in helping all

students achieve excellence." - 2016.

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I had constructed this philosophy statement for my CV when applying for new job positions within my school division. Looking at this statement now I feel that while it captures my aspirations, it lacks detail on who exactly I am as a teacher. What epistemologies do I gravitate towards? How do I teach my students? Which role models have impacted the way I teach? And what type of teacher am I striving for each day? 

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Over the course of this program my my philosophy of teaching changed as my understanding of teaching epistemologies and learning theories grew. Some, like behaviourist theory, I had been exposed to before in undergrad psychology classes (Pavlov's dog anyone?). Others were brand new and opened me eyes and understanding (i.e. Connectivism). I found that each theory was like trying on a different suit. Some fit better than others, but I found none that were the perfect fit. In the end I think that is the point. No one theory will fully encapsulate exactly what a teacher should do or is. We are always constantly evolving and teaching is a rather complex and, at times, messy endeavor. Intellectuals like Gange, Skinner, Bates, Morrison and others will continue to argue the merits of their theories as each tries to define what teaching is and I believe that many will continue to do so for years to come. 

 

So here is my take on the Philosophy of Teaching.

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Teaching is both a Science and an Art. As a teacher I ground my practice in methods and theories, which represents the science of teaching. I found over the course of my masters that I was drawn to the constructivist theory of learning.

 

Constructivist Teacher -  That students "consciously strive for meaning to

make sense of their environment in terms of past experience and their present

state. It is an attempt to create order in their minds out of disorder, to resolve

incongruities, and to reconcile external realities with prior experience."

(Bates 2017).

 

I firmly believe that if we are to teach well we must start where the students

are at and take their past experiences and knowledge into play in order to

introduce them to deeper meaning, new ideas and concepts that expand their

understanding of the world.

 

Experiential Teacher - I am also a teacher who believes in experiential learning

and that hands-on, social learning that happens through well structured

experiences leads to deep meaningful learning and experiences that are

remembered years later.

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Simon Fraser University describes Experiential Learning as:

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The strategic, active engagement of students in opportunities to learn through doing, and reflection on those activities, which empowers them to apply their theoretical knowledge to practical endeavours in a multitude of settings inside and outside of the classroom.”

(Bates 2017) 

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As an undergrad student in Outdoor Pursuits, I was thoroughly immersed in experiential learning through trips in the Rocky Mountains that entrenched skills and knowledge that is easily remembered even 20 years later. I work to bring these same experiences to my students, whether through field trips, interactive classroom labs and hands on learning. 

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21st Century Teacher - I naturally gravitate towards new technology and have a tendency to take on new tools like a shiny new toy you get at Christmas. What I have come to understand and learn through this course is how to look at technology in what will it do for my students. I have learned to apply models such as ADDIE and SECTIONS to carefully evaluate technology and programs to ensure that any new technology or program does enhance learning and student achievement. I am a 21st century teacher and learner who is constantly learning and helping others learn new skills that will help them become better teachers and learners. 

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Pragmatic Teacher - I have come to understand that in teaching, like traveling in the outdoors, you must adapt to the environment in order to survive. It's not always possible to change the environment you are in and you need to use different tools to suit different environments (you wouldn't take an ice-ax to learn how to surf). Therefor as a teacher I am pragmatic and pull from different learning theories and teaching methodologies depending on the situation that presents itself. As Bates noted:

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It is tempting to try to put together a table and neatly fit each teaching method into a particular learning theory, and each theory into a particular epistemology, but unfortunately education is not as tidy as computer science, so it would be misleading to try to do a direct ontological classification...teaching is essentially a pragmatic profession and teachers will do what it takes to get the job done." ​(Bates 2017) 

 

The Art of Teaching - Through experience and interactions with students the art of teaching is what really makes teachers memorable. I have been lucky to have many memorable teachers and colleagues that have shown me ways they capture students attention, excite their curiosity, expand their knowledge and ignite a fire in them for learning.  When I look back on them I see what I want to be as a teacher:

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• I want to have connections with my students

• To be fun. 

• To be firm but fair.

• I want them to feel safe and that I am someone they can turn to.

• I want my students to value learning and see its purpose.

• I want my students to set goals in life and strive for them.

• I want them to understand the satisfaction of working hard and a job well done.

• I want them to become responsible learners.

• I want them to be curious about the world.

• I want them most to understand that they each have a gift that the world needs.

• I want them to understand they are worth it. 

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So in essence this is who I am as a teacher, what I believe and what I strive for. As mentioned earlier, this philosophy of teaching will change over time but at the end of my Master's journey it captures who I am now and how I have grown.