Mrs. Frazey’s Philosophy of Teaching                              

Reflecting on my beliefs regarding teaching and learning, I find that my mission as a teacher is threefold. I am committed to creating critical-thinkers, demanding learner-engagement by sparking curiosity and igniting the desire in students for lifelong learning.  As a master teacher, I apply research-based strategies based on essential educational principles that encapsulate cognitive functioning, learning theory, diversity issues, instructional planning and assessment.  Regarding the cognitive functioning of learners, it is necessary to utilize strategies that are appropriate for either concrete operational and/or formal operational learners. For this instance, I plan activities, such as concept - mapping, and then produce brief writings of where the students' self-question and self- assess.  This process can help me determine the cognitive levels of my students and tailor my instruction. Cognitive learning principles offer significant contributions from brain-based research regarding memory systems and active processing of intellectual operations. Some of my favorite strategies that are well received by students include: think-pair-share, classroom jigsaw activities, constructive controversies, and interactive lectures.

Behavioral theory offers a wealth of principles that, when used appropriately, can benefit classroom learning and management at all levels. For instance, it is important to break down the skills and information to be learned into small units (chunking), and check student's work regularly and provide feedback, as well as encouragement (reinforcement). Along with behavioral learning theories comes cognitive - learning principles. Learning the styles of individual learners and the cultural diversity of the class helps me both design and tailor effective instruction by implementing appropriate global and concrete strategies. Although a variety of learning styles are likely represented by learners in any large class, I design my instruction using a research-based learning cycle.  This learning cycle provides the framework for me to encompass a repertoire of effective strategies, which can accommodate individual preferences, engage diverse learners, and help establish a respect for differing perspectives.

An essential consideration for teachers pertains to overall curriculum and instructional planning. Whether the instructional approach is based on a behavioral model (direct instruction, mastery learning), a cognitive model (exposition/presentation), or a constructivist model (inquiry-based/Socratic methods, cooperative learning), I implement lessons that identify the lesson objective, anticipatory set, strategies for effective student engagement, and assessment options to measure student mastery. I strongly believe that one can accurately assess understanding of course content among diverse groups of learners. I consistently use assessments like rubrics, checklists, projects, presentations and textbook exams.

Following these basic principles helped me grow in my love for teaching and learning. More importantly, I have discovered that, by sharing my ‘passion’ for teaching and learning and using these principles with enthusiasm and empathy, I connect with learners. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm, effectively affects learners.  I ultimately connect them to their ‘passion’ for lifelong learning.