My Instructional Philosophy


            My instructional philosophy has been influenced and shaped by a variety of learning experiences. These experiences include not only knowledge gained through the institutional study of the art of teaching, but also real life experience. I have traveled around the world, worked for the government, worked for corporations, and managed my own business. I have taught in several different schools and at several different grade levels. I read avidly and frequently seek out other teachers to discover new ways of improving my teaching. Out of all of these influences, I have developed the following philosophies that are at the root of my instruction. However, as a life long learner and a critical thinker, my philosophies continue to evolve with experience.


Goals of Education

  •       Provide students with the skills necessary to support themselves and be contributing members of our society.
  •       Train students to be participants in our democratic system.
  •       Develop the abilities of students to become self directed learners.
  •       Development of analytical thinking and communication skills.
  •       Promoting understanding and tolerance to maintain our diverse culture.

The Learning Process

  •       The application of knowledge provides the best method of retention.
  •       Constructing knowledge requires building a foundation by drawing on prior experience.
  •       Setting high and attainable learning expectations leads to increased student performance.
  •       Learning requires self motivation.
  •       The development of language abilities is essential to learning.
  •       Only legitimate success builds confidence.

Assessing Learning

  •       Assessments must cover what was taught to be valid.
  •       Multiple assessment strategies should be used.

Duties of the Teacher

  •       Provide the training that students need to succeed in the real world.
  •       Be well versed in their subject matter.
  •       Create and enforce clear boundaries to promote an environment conducive to learning
  •       Develop a broad set of strategies to address as many of the different learning styles of their students as possible.
  •       Develop curriculum that is relevant, sequential, engaging and appropriate to meet the standards for the subject matter and grade level being taught.
  •       Model clear standards of personal conduct.
  •       Protect the physical safety of the students.
  •       Communicate expectations and student’s progress in reasonable intervals to parent.

Relating to Students

  •       All students can learn if they are motivated.
  •       Enabling a student’s weaknesses only hurts them in the long run.
  •       The most influential person in a student’s life is their parent.
  •       Students should be prepared for class each day.
  •       A student is responsible for their own learning.

The Real World

  •       The most qualified applicant gets the job.
  •       People get fired for missing deadlines.
  •       Employers and clients are usually only interested in the end result not the process
  •       People with more education and/or valuable skills generally earn more money.
  •       Appearances do matter.
  •       People with strong communication skills generally do bette.r
  •       The exception is not the rule.
  •       You may have to work with people you don’t like.
  •       Not being prepared can cost you dearly.
  •       Achieving success results from not just working hard, but working smart.