I've always believed the most important thing in life is the positive impact we make on others, the good we do for others, and the imprint we leave behind. Teaching is a role I  truly believe is capable of making the most positive impact, doing the most good, and leaving behind the most lasting imprint. In the end, life is all about the relationships we cultivate, and the student/teacher relationship has the potential to be one of the most significant ones. My motivation for teaching stems from the possible relationships I will form with my students. As a teacher, I am passing on knowledge to another human being which is essential to propel civilization forward. But even more importantly, I am helping an individual realize their personal goals to propel themselves forward. The following addresses my own personal theory of teaching which embraces humanistic pedagogy at its core, but also incorporates constructivist pedagogy, allowing me to be the best teacher possible. 

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I am a strong advocate for humanistic pedagogy as it embraces student-centered learning. With the humanistic approach, the aim is to help develop self-actualized people by focusing on cognitive as well as emotional needs in a nurturing environment. Developing knowledge of content is one thing but developing knowledge of oneself is something entirely different. This approach is extremely beneficial in understanding the needs of the struggling student. Considering the general model of Abraham Maslow’s hierarchy of needs, the teacher can better understand why a student succeeds or why they might not succeed. If the lower level deficiency needs (survival, safety, belonging, and self-esteem) are not being met, then there will be little motivation to achieve the higher-level needs (intellectual achievement, aesthetic appreciation, and ultimately self-actualization). In the end, to understand how to best help a student succeed, it is of the utmost importance that a teacher considers the whole student as well as how the student fits into the overall dynamic of the classroom.

 

Not only is understanding the students' needs essential, but maintaining high expectations in the face of multiple challenges. Research has shown the correlation between expectations and student performance. If a teacher has high expectations, the students will be encouraged to rise to meet those expectations. One way in which I set high expectations while cultivating a growth mindset is expecting that students will correct assignments. Rather than focusing on getting the lesson right right now, I encourage a "not yet" attitude. Students may have grammatical or structural issues with an assignment, but they always have the opportunity to correct their mistakes for total points. The redo promotes a growth mindset and reinforces that learning is a process.

 

As with any trade where something is being constructed, a toolbox is a necessary thing to have. Teachers are helping to build knowledgeable human beings who will hopefully be able to contribute in a positive manner to society. A model of teaching which falls under the humanistic pedagogical umbrella and utilizes many different and engaging strategies is “teaching as discovery.” In this model, the teacher is not the all-knowing distributor of facts but rather a guide leading an expedition to uncover knowledge with the student. This model of teaching brings everyone together on somewhat of an equal playing field. The potential of each student is recognized and nurtured by a teacher who does not act as merely a dispenser of knowledge spewing forth facts, but as one who seeks to draw out the very best each individual student has to offer. This is something that is especially important to the struggling student whose inner self may be suppressed due to language barriers, cultural differences, and economic circumstances, among other things. Three strategies which can be utilized to support the Humanistic theory is having open seminars, cooperative learning, and discovery education.

 

Open is the keyword. Placing desks in a circular fashion with no one at the head would set up an environment where everyone has an equal position much like King Arthur’s round table. Discussions would be open with everyone feeling they have equal opportunity to share their voice. Additionally, for the students who may not be verbal, they are still a part of the circle. They can still see and still be seen. This arrangement is perfect for class discussions and forums.

 

Cooperative learning is a strategy that has been shown to encourage positive relations among students of varying backgrounds. Group assignments are an example of cooperative learning. The idea is students who set out to accomplish a goal together develop a close relationship with one another. However wonderful this strategy may be in building relationships among students while teaching them the concept and importance of collaboration, I do strongly feel group work should be relegated to minor assignments or non-graded work. Ultimately, I feel the student should be accountable for their own work.

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Reading aloud is essential in modeling fluency. The cadence of a fluent reader fosters an appreciation for the written word and is beneficial to aural learners as well. During our units, I intermix independent reading of our selected novels with read alouds. This allows for full class discussions in the moment, enabling me to address questions. Reading aloud is essential in modeling fluency. The cadence of a fluent reader fosters an appreciation for the written word and is beneficial to aural learners as well. During our units, I intermix independent reading of our selected novels with read alouds. This allows for full class discussions in the moment, enabling me to address questions. Read aloud are then followed by cooperative learning experiences such as think pair share activities in which students write down a question they have about the passage read aloud or comment and then share it with a partner before engaging on a full class discussion. 

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The third strategy I utilize from the toolbox is discovery learning. Developed by psychologist Carl Bruner, there are five main principles: problem-solving, learner management, integrating and connecting, information analysis and interpretation, and failure and feedback. This strategy does well to engage the student while encouraging them to be active participants in the learning process. This strategy also serves to accomplish something I consider to be necessary to engage a student, and that is making content relevant by placing it in the context of the student’s life. This is why I advocate for student-chosen texts, and supplemental readings that are current and relevant like Chimamanda Ngozi Adichie, "The Thing Around Your Neck" and Sherman Alexi's, "Superman and Me." While I have a love and appreciation for classic novels such as Of Mice and Men and believe in the importance of these texts, I understand that the perspective of authors studied in secondary English classrooms is rather narrow. Therefore, for students today, it is important to introduce readings that are current, relevant and represents the perspective of America's culturally diverse population that is reflected within the classroom. 

 

The second teaching theory I incorporate into my own theory is the Constructivist theory which asserts knowledge is constructed by each individual as is their unique understanding they develop through their personal experiences. I find this especially pertinent in English courses. As there is so much that is subjective, recognizing that the individual and their perspectives may very well differ from their fellow classmates and teacher is important and should be embraced.

Open-ended questions are one strategy that supports the Constructivist theory and is very much in alignment with the Humanistic theory of learning. For example, asking while diagraming a sentence, “What would happen if we put the comma here instead of here?” This is interactive and can also be a potentially humorous way to understand the importance of placing commas in the correct place. 

 

I also focus on vocabulary building throughout the year. A vast vocabulary builds confidence in students, enhances articulation and writing, and is crucial in understanding higher-level texts. I like to employ games and activities from the beginning of the school year until the end of the school year, including exercises by backward design. Students are given definitions and words separately and must match them up correctly. I do this in a game show format believing interactive games make learning more enjoyable and more memorable. 

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Assessment should be ongoing. Not only is it important for the student, but it is equally important for the teacher. Student assessment allows teachers to ascertain the effectiveness of their instruction. They can measure the success of their teaching methods by linking student performance to learning objectives. While the summative assessment is useful, I believe the formative assessment is more beneficial in tracking a student’s progress. Evaluating a student's understanding of course material allows for early intervention if needed. Essays are an excellent means of assessment which can allow for self-assessment on the student’s part, peer-assessment which builds on the aspect of the class community, and student-teacher conferences.

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As someone who grew up in an economically disadvantaged neighborhood, I have developed a firm belief that education is the door that leads out of poverty. Not only is developing the ability to read and articulate responses critical in English, but this skill is also necessary for every other content area – math, science, history. If education is the door, then English is undoubtedly the key that unlocks it. My goal as a teacher is to develop this skill by creating critical thinkers through the close reading of texts, leaving any bias or prejudice behind to understand the author's message. It is essential for students to know how to dissect a text and extract authorial intent. By analyzing the explicit meaning and then making logical inferences, students will be able to glean meaning, keeping in mind historical and cultural contexts, as to the author's purpose. It is equally crucial for students to make a personal connection to the text through reader response. The first skill will help develop objective and unbiased outlooks, which will help students develop the ability to listen objectively to what they might instinctually object to. The second skill will allow them to connect to the text personally, expanding understanding and leaving a more lasting impression. Lastly, I want to create reflective risk-takers who are unafraid to question.

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Works Cited

 

Dweck, Carol. “The Power of believing That You Can Improve.” TED, Nov. 2014. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

 

Sparks, Sarah. “Number of Homeless Students Hits All-Time High.” Education Week, 10 Feb. 2020. https://www.edweek.org/technology/number-of-homeless-students-hits-all-time-high/2020/02.

 

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