RV.PersonalPhilosophy
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School
Western Governors University *
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Course
101
Subject
Philosophy
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by rvale15
Philosophy of Education
♦ Raquel L. Valentine ♦ (901) 281- 3002 ♦ valentineraquel@yahoo.com
♦
First and foremost, I strongly believe that each and every student can and will learn, without exception. This belief is not only a driving force for all instructional decisions I make within the classroom setting as it relates to teaching students with intellectual disabilities, but also represents a core principle of my overall teaching philosophy. Based on my own personal and professional experiences and
pedagogical knowledge acquired regarding students with intellectual disabilities, I now believe it is in the best interests of the students, the school, and the community overall to hold high standards and expectations for all students. This translates into both equity across the board for my students as well as a sense of respect for students’ capacities for learning – regardless of intellectual disability. In my opinion, teaching is one-third teaching and instruction, one-third “meeting students where they are," and one-third scaffolding students to rise academically to where they are expected to be, mastery wise. Therefore, I hold
stand in this philosophy to the principle that all students can and will learn – no exceptions.
Additionally, it is my belief that, given the proper foundational tools in conjunction with a well managed classroom that is conducive to the learning process, each student has the capacity to not only learn but to excel. I believe that it is my duty as a teacher servicing those students with intellectual disabilities to foster a safe, positive, supportive environment that encourages students within this target population to not only master the corresponding curriculum at hand but to become active participants in the lifelong learning process. This philosophy and core belief system as it pertains to education is not one
that I arrived at for the sake of this assignment but rather is one that I have developed and continued to refine over the span of my teaching career. Although I can honestly say that I felt the pull towards a career in education early on in my academic life, I did not immediately adhere to this particular calling until after successfully embarking on several other professional endeavors. I ultimately decided to teach
due to an intrinsic desire to directly and positively impact the life of a student from within the walls of the
classroom. Education has been paramount in my own individual success and achievements thus far; and, I
truly feel that the inherent drive, passion, content knowledge, and commitment that I bring to the profession will prove beneficial in servicing student populations with intellectual disabilities and helping them achieve both inside and out of the classroom. Based on my experiences thus far servicing those student populations with intellectual disabilities, I have been able to develop my own effective form of teaching. As it pertains to this particular population, I have seen my teaching style evolve over time into a mixture of both psychological
and educational theory. Along with the theoretical aspect of my teaching philosophy, I also have practical
beliefs and expectations regarding classroom management. Recall that I stated earlier in this philosophy that in order for all students – regardless of intellectual ability – to effectively learn, they must be in a structured environment that fosters and is conducive to learning. Specifically, as it relates to classroom management, I adhere strongly to the theory of reinforcing positive behaviors in the classroom while simultaneously weakening and eliminating the reoccurrence of negative behaviors. I have made a practice
of accomplishing this goal by exercising consistency, consequences, and immediate action. My ultimate goal in teaching is to pull out everything already present within the students so that they develop a sincere
passion for knowledge and lifelong learning, regardless of diagnosis or disability. My desire is to have each of the students that I serviced reflect back on their academic career and pinpoint me as one of the teachers who cared enough to make a difference not only in the classroom, but in the community and the field of education as a whole. Best,
Raquel L. Valentine Raquel L. Valentine
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