Tschappat Philosophy

TSCHAPPAT MASTERS PORTFOLIO 1
Philosophy
My philosophy of teaching can better be described as a philosophy of learning. As stated
by Vito Perrone (1991), I believe students should “see their teachers as enthusiast for learning,
people with love for a particular genre of literature, a period of history, a particular medium of
expression, some aspect of the arts, plants, animals, architecture, and politics” (p.19).
As my teaching experience has grown, I have added elements to my philosophy, namely that
instruction and content should be developmentally appropriate. In their position statement on
developmentally appropriate practices, the National Association for the Education of Young
Children [NAEYC] (2009) advocates for a wide range of teaching strategies to be applied to
meet the diverse needs of young learners and for a balance of adult-guided and child-guided
learning experiences: “children are active constructors of their own understanding of the world
around them; as such, they benefit from initiating and regulating their own learning activities and
interacting with peers” (p.17).
As a science enthusiast, I believe that creating a positive space for students to investigate
and explore science, at their own pace is fundamental to their learning. In my classroom are
investigation stations, including a classroom garden, where students are encouraged to engage in
throughout the school day. Students have scientific journals to generate hypotheses, track plant
growth, make observations, and share discoveries with their peers. It became evident in my first
year of teaching that student engagement is at its highest when my students were involved in the
construction of their own learning and when they are involved in productive academic
conversations with their peers and classmates. As Johnston (2012) points out:
“Children who have learned to think together in dialogic groups learn to take
each other, and thus themselves, seriously. Students learn to listen to and find
each other interesting, and these become properties of the learning community.”
When I provide the opportunity for authentic purposes for science and allow students the time to
explore and connect learning to their own lives, my students are more excited about science and
they are eager to share their discoveries with their peers. Fletcher and Portalupi (2001) elaborate
on this student phenomenon by point out that: “Letting them choose their own topics and set
their own purposes makes it a lot more likely they’ll be engaged and receptive” (p. 10).
Students look up to teachers whom they respect, and good teachers take pride in learning
from their students and recognize that students learn in different ways and respond differently to
a variety of forms of instruction and assessment. I have found that developing lessons and
evaluating student progress, with the diversity of student learning styles and backgrounds in
mind, makes learning more meaningful. Well knowing that children develop at different rates
and there is no magic age or time when children will think more scientifically requires me to get
to know my students well and teach inclusive lessons by being able to differentiate effectively.
“Differentiated instructions benefits every student, whether they have learning deficits or are
ahead of their peers. “If learners become frustrated because the content is too difficult, they
release too much noradrenalin, which leads to withdrawal or inappropriate conduct. Instruction
below the level of student readiness is also detrimental; when pupils are instructed in this
manner, fewer chemicals are released, a practice leading many above-average learners to a less
stimulating classroom environment, (Morgan, 2014). Each group of students I teach will be filled
with a variety of learning styles and needs that I will fulfill through instruction that
is differentiated.
Students are people. They are proud, confident, eager to learn. They respond to people
who make them feel listened to and respected; people who challenge them and inspire them to
question; people who reward their successes and encourage them to improve. It is important to
me that my students love learning and that they leave my classroom feeling good about
themselves and their unique abilities. The most meaningful learning comes when students
construct their own knowledge through engaging hands-on learning that they can connect to life
outside the classroom. As an educator, I believe that it is my job to prepare my students for life
outside the classroom. I believe that there is a time and place for direct, explicit and systemic
instruction but that the most meaningful learning comes when students construct their own
knowledge, through engaging hands-on learning, that meets their individual needs and interests.
References:
Johnston, Peter H. (2012). Opening minds: Using language to change lives. Stenhouse
Publishing. Kindle Edition.
Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH:
Heinemann.
National Association for the Education of Young Children (2009). Developmentally Appropriate
Practice in Early Childhood Programs Serving Children from Birth through Age 8
[Policy statement]. Retrieved from https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-statements/PSDAP.pdf
Morgan, H. (2014). Maximizing student success with differentiated learning. The
Clearing House, 87:1, 34-38. Retrieved from EBSCO Host
Perrone, Vito. (1991). A letter to teachers: Reflections on schooling and the art of teaching.
San Francisco, CA: Jossey-Bass Inc.

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TSCHAPPAT MASTERS PORTFOLIO 1

My philosophy of teaching can better be described as a philosophy of learning. As stated

instruction and content should be developmentally appropriate. In their position statement on

developmentally appropriate practices, the National Association for the Education of Young

Children [NAEYC] (2009) advocates for a wide range of teaching strategies to be applied to

learning experiences: “children are active constructors of their own understanding of the world

interacting with peers” (p.17).

construction of their own learning and when they are involved in productive academic

Publishing. Kindle Edition.

[Policy statement]. Retrieved from https://www.naeyc.org/sites/default/files/globally-

Morgan, H. (2014). Maximizing student success with differentiated learning. The

Clearing House, 87:1, 34-38. Retrieved from EBSCO Host

San Francisco, CA: Jossey-Bass Inc.

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