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Teaching Philosophy For Capstone Class

The document outlines Christa Bonafede's teaching philosophy. She believes in being a student-centered teacher who encourages critical thinking, conversation, self-discovery, and engagement. Her goals are to meet students' emotional, physical, social and academic needs. She wants to focus on building relationships and seeing students as individuals. She hopes students grow academically and develop self-regulation and communication skills. Her last goal is to build a strong class bond through activities like morning meetings. With 22 years experience, she has skills to draw from to help different learners and address behaviors. She sees the importance of relationships with students and families. Her strengths of being an arranger, achiever and maximizer will support her teaching

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56 views

Teaching Philosophy For Capstone Class

The document outlines Christa Bonafede's teaching philosophy. She believes in being a student-centered teacher who encourages critical thinking, conversation, self-discovery, and engagement. Her goals are to meet students' emotional, physical, social and academic needs. She wants to focus on building relationships and seeing students as individuals. She hopes students grow academically and develop self-regulation and communication skills. Her last goal is to build a strong class bond through activities like morning meetings. With 22 years experience, she has skills to draw from to help different learners and address behaviors. She sees the importance of relationships with students and families. Her strengths of being an arranger, achiever and maximizer will support her teaching

Uploaded by

api-704489560
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teaching Philosophy of Education

Christa Bonafede

Division of Teacher Education, Azusa Pacific University

EDUC 569- Capstone

Dr. Lee

Nov. 24, 2023


It is clear to me that as a teacher, I see very little of myself and my values in the early

philosophies of teacher-centered and one-size-fits-all mentality and lean much more in the

direction of being a student-centered teacher and want to encourage conversation, critical

thinking, self-discovery, and engagement. As a teacher, I wish to be a collaborator, partner,

coach, and facilitator of learning whose focus is on the whole child, meeting their emotional,

physical, social, and academic needs. Teaching is about creating relationships, actively seeing

my students as individuals with unique qualities and needs, listening to my students, creating a

safe place for all, and encouraging and nurturing creativity while creating a passion for lifelong

learning, inquiry, and self-reflection. As a teacher who wants to focus on the whole child, a goal

I have for my students is that they will grow academically, but even more importantly, that they

will apply themselves each day to the best of their abilities. With this goal, every student, no

matter their ability, will see success and will feel that pride in their outcome if they truly put in

their best effort. I also hope to help each student to be successful and grow in the area of

self-regulation and communication. It is evident in the classroom today that students need

guidance in this area, and as a teacher, I hope to give them the tools they need to be able to

express their needs effectively, communicate respectfully with others, and apply self-regulating

strategies to frustrating situations, such as taking a break when upset and learning how to share

their emotions or recognizing how others feel. My last goal for my students is to build a strong

class bond through morning meetings or restorative circles, allowing each student to feel loved,

seen, and special in my class. Allowing students to learn and grow emotionally with each other

through the year will decrease discipline and behaviors but will also motivate the students to

have deeper connections, respect, and understanding for each other and encourage collaboration

and support.
As for myself, I am very fortunate to have twenty-two years of classroom experience to

bring with me as I begin this new journey. These years of experience have allowed me to

encounter many different learning styles and behaviors, giving me a wide range of skills and

tools I can pull from as students and situations arise. This experience has also given me an

understanding of how vital teacher/student relationships are and that learning and knowing

students and their families helps in the areas of communication, classroom management, and

classroom support, as well as motivating and encouraging engagement in the classroom. During

my schooling journey, I discovered three strengths that overlap in some areas and will support

my teacher journey: arranger, achiever, and maximizer. These strengths allow me to manage

complex situations, enjoy collaboration, lead others to get involved, have a drive, energy, and

determination to get work done and expect the best from myself and others (Liesveld et al.,

2005). Learning more about myself and my strengths has been eye-opening, and I plan to

continue to learn more about them, grow in these areas, and use these strengths to help me

become the best version of myself I can be as a teacher and a person.


References

Liesveld, R., Miller, J. A., & Robison, J. (2005). Teach With Your Strengths: How Great

Teachers Inspire Their Students. Simon and Schuster.

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