Many of the applications for teaching request a statement reflecting a philosophy of teaching. Perhaps in Colleges of Education there are courses that explore just that topic and the newly graduated teacher has one all prepared. Well, my undergraduate degree is in General Studies with Minors in History, Psychology, and Sociology. Of the many hours accumulated there as well as the additional hours for alternative certification none such information was included.
My usual practice was to find a suitable quote and write to the question. And, in all honesty, this works fairly well as long as you’re not called upon to defend your elegantly wrapped empty box. My early years in the K-12 classroom have been noteworthy.
My first assignment began in mid-November when I decided not to renew my 4th year contract in my position with the Louisiana Department of Education. I walked right out of the DOE with six pencils and a planner in my hand into the Baton Rouge version of a 7th grade class in a location challenged middle school. It was here that I determined there needed to be something inside the Philosophy of Teaching box. Item number one; wear your key around your neck so they don’t steal it and you can get home at the end of the day. Item number two; throw away the planner, the plan was to survive.
Due to some unfathomable reason EBRPS and LSU did not seem to be able to coordinate Teaching Internships with the start of the regular school year. As a result of this I took a ten-thousand-dollar a year salary cut and accepted a position at a small private school with five preps and the Yearbook Faculty Advisor position for my Internship. This prompted the birth of my second philosophy: NEVER, EVER, UNLESS YOU ARE FEEDING STARVING CHILDREN, teach five subjects at five different grade levels, even if they are all in your content subject area. My Internship was miraculously successful and I received my long sought after certification.
Having by now survived two years in the classroom and feeling exceedingly competent over my certification, I thought I could handle anything. This misconception led me to accept a position with New Orleans Public Schools and in the Desire Street Projects no less. That experience is a story in itself. There rose Philosophy #3: Know where the hell you’re going. By the pure grace of God I was offered an opportunity to teach at what appeared initially to be a dream job in St. Bernard Parish, unfortunately it was administered by psycho-witch; refer to Philosophy #3 (addendum): and who’s driving the bus?
I later added #4 student responsibility for learning and behavior and #5 administrative agreement and/or support on classroom management styles.
I feel that though my package now looks like one that might have gotten lost at the bottom of a UPS truck during Christmas, it contains the essential elements for both teacher and student success. I continue to modify and expand in an effort to fine-tune my teaching styles and curriculum to the learning styles and abilities of my students
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2 comments:
I notice a certain teaching assignment where you gained much wisdom and experience conspicuously absent.
That's because I wrote this philosophy prior to that illustrious experience of which you speak.
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