My Teaching Philosophy. Learning through Self-Inquiry.

 

First and foremost, I strive to create an environment for democratic and student-centered learning.  Why? I believe students are more likely to be engaged if they are interested in what they are learning.  This generation of learners think differently than the generation before; with the vast access to information, I believe, it is important for students to question the information they are in taking.  Although this is my answer when asked why do I believe what I do, ultimately my student’s questions/answers are how I build my curriculum. All of my ideals as a teacher fall under this notion of a learning environment created for and by students. 

 

In order for student’s to receive the most from their learning, I believe, focus on process is an integral component in my classroom. Say what? …The thinking process, learning process, questioning process, however one wishes to call it… It is important for me that the students understand why they are learning in the place they are, why they are learning the content they are, why they are learning in the method in which they are, why are they encouraged to learn at certain times, and how their knowledge connects to the world around them.  Open inquiry is an important component in learning, recalling, and combining knowledge.

 

How? To better guide the students in the self-inquiry process, I introduce four interchangeable steps: Research, Experiment, Engage, and Reflect. Every Spring I participate in a region wide architectural project entitled, “Design Lab.”  Architects are invited into K-12 classrooms to facilitate a project in which groups of 3-5 students design architectural models.  This year, students were asked to design an urban or rural house for a client of their choice.  With guidance from my teaching partner and I, students researched client details and sustainable and cultural architectural practices. After learning about their client and architectural practices, students experimented with model materials and design proposals.  Students engaged with others in their groups, comprising decisions, asking for input, and connecting the design with their own lives.  Throughout twelve-week project, students reflected on how to improve their group dynamic, if they were creating the best house for said client, and how does their gained knowledge of architectural practices carry over into environmental awareness.

 

Because I believe in importance of process, below you can find my raw notes when reflecting upon my teaching philosophy.  My notes are written from the perspective of the learner, a mind-set I am constantly thinking in; although, these words are only a mere example of what learners may ponder. Huh? Depending on the students, these questions are always changing!  It is also apparent in my notes that questions are important in learning.  Why? I hope students continue to question the answers they receive.  Nothing is fact in this world, everything is prone to subjection, and I believe this idea is extremely important for students to not just accept our world and the way it is, but to question our world and our position in it.

 

Finally, to emphasize my focus on the inquiry process, I made bold questions I asked myself when writing this text.  Just as it is important for the student to question, it is also important for me as the teacher to reflect upon why I believe what I do. I believe the bolded questions allow the reader to better see into my thought process.  Just like this teaching philosophy was written, I hope my students reflect on the process of learning and continuously ask themselves, “Why is it important to learn?”